Tag Archive: knowledge


Actions before Columbine attack being investigated (AP)

DENVER – Authorities were investigating a 14-year-old girl’s actions before they say she attacked two students with a hammer at Columbine High School in the first assault with a weapon since the deadly shootings there in 1999.

Investigators Monday were trying to gather additional details, including where the girl got the hammer, said John McDonald, Jefferson County School District’s executive director of security and emergency management. The Jefferson County sheriff’s office — the same agency that investigated the shootings nearly 13 years ago — is also working to determine whom the girl spoke with before the attack.

It was unclear what sparked the attack Monday morning at the school outside of Littleton, about 13 miles southwest of downtown Denver.

The 14-year-old targeted a 15-year-old girl in a hallway leading to bathrooms, Jefferson County sheriff’s spokeswoman Jacki Kelley said.

Aaron Flowers, 16, told Denver television stations that the 15-year-old was struck in the hand. He said he also was hit in the hand and ribs while trying to grab the hammer from the attacker, after another friend pushed the attacker down.

The victims were expected to recover fully from their injuries, sheriff’s officials said. They were taken to a hospital and later released.

Flowers said the girls had had problems before. He didn’t immediately return a message from The Associated Press seeking comment.

Kelley declined to release additional information, saying the attack remained under investigation.

The Littleton high school was the scene of one of the worst school attacks in U.S. history when students Eric Harris and Dylan Klebold opened fire on April 20, 1999. They killed 12 classmates and a teacher and wounded 26 others before killing themselves in the school’s library.

The attack had a deep impact on the nation’s law enforcement community, which developed new tactics for dealing with “active shooters.” Schools developed ways to prevent bullying and added measures for school safety that included adding metal detectors, fences, ID badges, dress codes, security patrols and surveillance cameras.

Since the 1999 shootings, unarmed students and teachers have taken active roles in confronting attackers at schools when possible.

In February 2010, a math teacher on sidewalk patrol at a middle school tackled a gunman who opened fire with a bolt-action rifle, wounding two students. Other teachers joined in to restrain the gunman at Deer Creek Middle School, which is less than two miles from Columbine.

McDonald said students at Columbine grew up with the knowledge of the 1999 shootings but there’s no indication that the latest attack is related.

“It’s our history, not our legacy,” he said.

Actions before Columbine attack being investigated
(AP)

Student charged in Utah school bomb plot (AP)

ROY, Utah – The two teens had a detailed plot, blueprints of the school and security systems, but no explosives. They had hours of flight simulator training on a home computer and a plan to flee the country, but no plane.

Still, the police chief in this small Utah town said, the plot was real.

“It wasn’t like they were hanging out playing video games,” Roy Police Chief Gregory Whinham said Friday. “They put a lot of effort into it.”

Dallin Morgan, 18, and a 16-year-old friend were arrested Wednesday at Roy High School, about 30 miles north of Salt Lake City, after a fellow student reported that she received ominous text messages from one of the suspects.

“If I tell you one day not to go to school, make damn sure you and your brother are not there,” one message read, according to court records. “We ain’t gonna crash it, we’re just gonna kill and fly our way to a country that won’t send us back to the U.S.,” read another message.

While police don’t have a motive, one text message noted they sought “revenge on the world.”

The suspects say they were inspired by the deadly 1999 Columbine High School shootings in Littleton, Colo., and the younger suspect even visited the school last month to interview the principal about the shootings and security measures.

However, one suspect told authorities it was offensive to be compared to the Columbine shooters because “those killers only completed 1 percent of their plan,” according to a probable cause statement.

The teens had so studied their own school’s security system that they knew how to avoid being seen on the facility’s surveillance cameras, authorities said.

Whinham said the “very smart kids” had spent at least hundreds of dollars on flight simulator programs, books and manuals, studying them in anticipation of carrying out their plan to bomb an assembly at the 1,500-student high school.

While authorities said the suspects believed they could pull it off, experts said, it would have been a long shot.

Royal Eccles, manager at the Ogden-Hinckley Airport, about a mile from the school, said it would have been nearly impossible for the students to steal a plane or get the knowledge to fly one using flight simulator programs.

“It’s highly improbable,” Eccles said. “That’s how naive these kids are.”

Whinham said authorities searched two homes and two cars and found no explosives, but added that police continue to search other locations. The chief said it appeared that “a key component of their plan was not developed.”

“I wouldn’t want to say that they don’t have it or that they weren’t ready for it,” he said. “I’m just saying that we haven’t found anything that says they were ready for it yet.”

Whinham said it appeared the suspects, who have no criminal history, also had prepared alternate attack plans, but he declined to elaborate. He also declined to say whether any firearms were found during their searches.

“Most houses have firearms in them,” he said. “This is the state of Utah.”

While authorities have said they have not found any explosives, they charged Morgan on Friday with possession of a weapon of mass destruction.

The basis for the charge wasn’t immediately clear, though one of the elements of that offense is conspiracy to use a weapon, not necessarily possessing one. Prosecutors say they are considering additional charges.

Morgan has been released on bond, pending a court hearing Wednesday. The 16-year-old, whom The Associated Press isn’t naming because he’s a minor, remained held pending further court hearings.

Whinham said he knew both suspects personally, given the small size of the suburban Utah town of roughly 36,000 people. He said he had met with both of the suspects’ parents and they were “devastated.”

The 16-year-old suspect’s father declined comment Friday, and no one answered the door at Morgan’s home.

The plot “was months in planning,” said Whinham, who also noted Morgan told investigators the 16-year-old had previously made a pipe bomb using gun powder and rocket fuel.

In Colorado, Columbine Principal Frank DeAngelis confirmed Friday he met with the 16-year-old suspect on Dec. 12 after the teenager told him he was doing a story for his school newspaper on the shootings.

DeAngelis said he frequently gets requests from students doing research on the shootings, and the request from this one wasn’t unusual.

“He asked the same questions I get from many callers and visitors asking about the shooting,” DeAngelis said. He said the student wanted details about the shooting, the aftermath and the steps taken since then to protect the school.

Police said the student told them Roy school officials would not allow him to write the story.

DeAngelis said he was shocked when he got a call from Utah police on Wednesday asking if he had met with the youth. He said the interview raised no red flags but that he would do things differently with future requests.

“This was definitely a wake-up call. This is the first time this has happened,” DeAngelis said.

Police credit the suspects’ schoolmate with helping foil their plan, though Whinham said the school didn’t have any assemblies set, and the suspects revealed no specific dates to pull off the attack.

Sophomore Bailey Gerhardt told The Salt Lake Tribune she received alarming text messages from one of the suspects and alerted school administrators.

“I get the feeling you know what I’m planning,” read one of the messages, according to court records. “Explosives, airport, airplane.”

___

Associated Press writer Steven K. Paulson in Denver contributed to this report.

Student charged in Utah school bomb plot
(AP)

New Illinois Law Requires More Transparency of School Performance (ContributorNetwork)

According to the Chicago Sun-Times, a bill signed into law by Illinois Gov. Pat Quinn on Tuesday changes the amount of information given to parents on how schools rank in terms graduation rates, standardized test scores, teacher performance and more. These more detailed so-called “report cards” will be available to the public beginning next year with the goal of offering more transparency of the state education system.

Similarly, the law also details the State Board of Education will have to prepare extensive reports for each district, as well as every single school. With this major step towards offering more information on public education quality and access, here are some other recently enacted laws that also seek to reach this goal:

The Performance Evaluation Reform Act of 2010

In early 2010, Gov. Quinn signed the Performance Evaluation Reform Act of 2010, a law that improves on how teachers and principals are evaluated. It requires every school district in the state to use student performance as a large factor in these evaluations and also pushes for further cooperation between districts and teachers' unions to meet these requirements. The Patch added the law has also led to the formation of the Performance Evaluation Advisory Council to develop new evaluation models using the law's guidelines.

Senate Bill 7

On June 13, the governor signed a landmark bill, which enacts sweeping education reform in the state, reported ABC Local. The education reform bill specifically emphasizes higher standards for teacher accountability, gives districts more authority on extending the school day and year, as well as the ability to fire poor-performing teachers, and makes it more different for teachers' unions to strike. Chicago has leaped forward with implementing a longer school day, according to the Huffington Post, and the extended day will include more instructional classroom time and mandatory recess.

Illinois DREAM Act

The Chicago Tribune reported in August the state moved ahead with its own version of the DREAM Act, a measure that creates a privately funded scholarship program for immigrants and children of immigrants without regard to their documentation status. Unlike the federal measure of the same name, Illinois' act does not provide a path to citizenship but instead aims to provide better access to higher education, according to Fox News. To qualify, individuals must have attended an Illinois school for the past three years, be an immigrant or a child of at least one immigrant, and received a high school diploma.

Rachel Bogart provides an in-depth look at current environmental issues and local Chicago news stories. As a college student from the Chicago suburbs pursuing two science degrees, she applies her knowledge and passion to both topics to garner further public awareness.

New Illinois Law Requires More Transparency of School Performance
(ContributorNetwork)

48 Catholic schools in Philly to close, reorganize (AP)

PHILADELPHIA – The Archdiocese of Philadelphia plans to shutter about a quarter of its Roman Catholic high schools and close or combine nearly 30 percent of its elementary schools mainly because of rising costs and low enrollment, officials said Friday.

The moves spurred by an internal, yearlong analysis of the struggling school system will displace almost 24,000 students and leave the region with four fewer high schools and 44 fewer elementary schools at the beginning of the next academic year.

“We can’t afford to fool ourselves,” Archbishop Charles Chaput said at a news conference. “We need an honest response to serious losses that have been happening year after year in some of our schools. And this will continue to happen if we do nothing.”

The system’s current enrollment of 68,000 students is the same number the archdiocese served in 1911. It also represents a 35 percent drop in the student population since 2001.

Smaller families, shifting demographics, an increase in charter schools and Catholic schools’ rising tuition have combined to siphon off many students. The archdiocese already had closed 30 schools during the past five years, leaving 178 schools in the city and four surrounding counties.

The closures announced Friday will reduce that number dramatically.

“It’s extremely sad,” said Rita Schwartz, president of the local chapter of the Association of Catholic Teachers. “Right now, there is a grieving process going on in 44 elementary schools and four high schools.”

Officials estimated about 1,700 teachers and 85 administrators would be displaced and have to reapply for positions in newly consolidated schools. Superintendent Mary Rochford estimated that about 300 teachers could be out of jobs once the dust has settled.

The planned closures are technically recommendations made by the archdiocese’s Blue Ribbon Commission, a 16-member task force of church officials and laity created in December 2010 by Chaput’s predecessor, Cardinal Justin Rigali.

Officials stressed at the time that the commission’s goal was not necessarily to come up with a list of schools to close but to devise a comprehensive plan to ensure high-quality, affordable and accessible religious education.

On Friday, Chaput indicated that he would accept the commission’s recommendations, barring any major factual errors in the group’s 37-page report.

Catholic education nationwide has suffered for years from the double whammy of rising costs and dwindling enrollment, forcing tuition hikes that make the schools increasingly unaffordable.

In Philadelphia, the commission’s analysis revealed that the average parish subsidy to schools had grown from $255,000 to $320,000 over the past 10 years. It also showed that elementary school tuition rates fell $1,500 short of the actual cost of educating each child.

Tuition varies among Catholic schools in Philadelphia, but the mean annual elementary tuition in the U.S. is $3,383, according to the National Catholic Education Association. The mean annual high school tuition is $8,787.

The commission’s report also set forth strategies for sustaining the Catholic system for future generations. Philadelphia has the second-highest enrollment among dioceses nationwide, just behind Chicago, according to the education association.

The group called for the establishment of a philanthropic education foundation to help underwrite operations; for benefactors to consider sponsoring troubled schools; and for supporters to push for voucher legislation at the state Capitol.

“These recommendations are not about reshuffling the deck chairs on the Titanic,” said commission member H. Edward Hanway. “Implemented well, these recommendations will fundamentally reposition our schools, making them academically stronger as well as financially more stable, better able to compete and grow — yes, grow — in the years ahead.”

Chaput, who was just installed as archbishop a few months ago after Rigali retired, said he was told the commission’s proposals could mean the archdiocese might go 10 to 15 years without more school closings.

He also stressed that Catholic school closings affect educational choices for families of all faiths. Especially in troubled urban neighborhoods, Catholic schools are often seen as a safer and more enriching alternative to failing public schools.

Mayor Michael Nutter issued a statement Friday that read in part: “Let’s not forget that we are one city, and we’re all in this together.”

Theresa Keel, who has children at both a Catholic elementary and a high school in the Philadelphia suburbs of Montgomery County, described the day as very emotional even though her daughters’ schools will stay open. She said students at Lansdale Catholic cried and prayed in school on Friday.

“As you can imagine, the relief is palpable when you hear it’s not your school,” Keel said. “But that’s tempered by the knowledge that for many other people, it’s their worst fear come true.”

Some parents are especially upset their 11th-grade children won’t get to graduate from schools they’ve spent years attending, Keel said. And students worry about beloved younger teachers who might lose their jobs to displaced colleagues with more seniority, she said.

“It’s affecting everyone, even if your school is still there,” Keel said.

Nationwide, Catholic schools have lost more than 587,000 students since 2000, according to the National Catholic Education Association. At least 1,750 schools have closed.

___

Associated Press writer Patrick Walters contributed to this report.

___

Online:

Blue Ribbon Commission report: www.faithinthefuture.com

___

Follow Kathy Matheson at http://www.twitter.com/kmatheson

48 Catholic schools in Philly to close, reorganize
(AP)

Survey: Sexual harassment pervasive in grades 7-12 (AP)

NEW YORK – It can be a malicious rumor whispered in the hallway, a lewd photo arriving by cell phone, hands groping where they shouldn’t. Added up, it’s an epidemic — student-on-student sexual harassment that is pervasive in America’s middle schools and high schools.

During the 2010-11 school year, 48 percent of students in grades 7-12 experienced some form of sexual harassment in person or electronically via texting, email and social media, according to a major national survey being released Monday by the American Association of University Women.

The harassers often thought they were being funny, but the consequences for their targets can be wrenching, according to the survey. Nearly a third of the victims said the harassment made them feel sick to their stomach, affected their study habits or fueled reluctance to go to school at all.

“It’s reached a level where it’s almost a normal part of the school day,” said one of the report’s co-authors, AAUW director of research Catherine Hill. “It’s somewhat of a vicious cycle. The kids who are harassers often have been harassed themselves.”

The survey, conducted in May and June, asked 1,002 girls and 963 boys from public and private schools nationwide whether they had experienced any of various forms of sexual harassment. These included having someone make unwelcome sexual comments about them, being called gay or lesbian in a negative way, being touched in an unwelcome sexual way, being shown sexual pictures they didn’t want to see, and being the subject of unwelcome sexual rumors.

The survey quoted one ninth-grade girl as saying she was called a whore “because I have many friends that are boys.” A 12th-grade boy said schoolmates circulated an image showing his face attached to an animal having sex.

In all, 56 percent of the girls and 40 percent of the boys said they had experienced at least one incident of sexual harassment during the school year.

After being harassed, half of the targeted students did nothing about it. Of the rest, some talked to parents or friends, but only 9 percent reported the incident to a teacher, guidance counselor or other adult at school, according to the survey.

Reasons for not reporting included doubts it would have any impact, fears of making the situation worse, and concerns about the staff member’s reaction.

The report comes at a time when the problem of bullying at schools is in the spotlight, in part because of several recent suicides of beleaguered students.

The AAUW report observes that sexual harassment and bullying can sometimes overlap, such as the taunting of youths who are perceived to be gay or lesbian, but it says there are important distinctions. For example, there are some state laws against bullying, but serious sexual harassment — at a level which interferes with a student’s education_ is prohibited under the federal gender-equality legislation known as Title IX.

“Too often, the more comfortable term bullying is used to describe sexual harassment, obscuring the role of gender and sex in these incidents,” the report says. “Schools are likely to promote bullying prevention while ignoring or downplaying sexual harassment.”

Fatima Goss Graves, a vice president of the National Women’s Law Center in Washington, said the ultimate goal should be to deter hurtful student interactions however they are defined.

“Schools get too caught up in the label,” she said. “If it’s the sort of conduct that’s interfering with a student’s performance, it ought to be stopped.”

The survey asked students for suggestions on how to reduce sexual harassment at their schools. More than half favored systematic punishments for harassers and said there should be a mechanism for reporting harassment anonymously.

The AAUW report said all schools should create a sexual-harassment policy and make sure it is publicized and enforced. It said schools must ensure that students are educated about what their rights are under Title IX, with special attention paid to encouraging girls to respond assertively to harassment since they are targeted more often than boys.

Niobe Way, a professor of applied psychology at New York University who has studied adolescent relationships, suggested that school anti-harassment policies might have only limited impact without broader cultural changes that break down gender stereotypes.

“You have a culture that doesn’t value boys having close intimate relations and being emotional or empathetic,” she said.

Bill Bond, a former high school principal who is a school safety expert for the National Association of Secondary School Principals, said there had been in shift in the nature of sexual harassment among students over recent decades.

Overt attempts to exploit a fellow student sexually have become less common, while there’s more use of sexual remarks to degrade or insult someone, he said.

“Words can cut a kid all the way to the heart,” Bond said. “And when it’s on the computers and cell phones, there’s no escape. It’s absolutely devastating and vicious to a kid.”

The survey was conducted for AAUW by Knowledge Networks, and students answered the questions online, rather than to a person, to maximize the chances that they would answer sensitive questions candidly. Households were provided with equipment and Internet access if needed.

The AAUW said the margin of error for the full sample of the survey was plus or minus 2.2 percent, with a larger margin of error for subgroups.

___

Online:

AAUW: http://www.aauw.org/

___

David Crary can be reached at http://twitter.com/CraryAP

Survey: Sexual harassment pervasive in grades 7-12
(AP)

Students show growth in math on national test (AP)

WASHINGTON – New test scores show the nation’s fourth- and eighth-graders are doing the best ever in math, but schools still have a long way to go to get everyone on grade level. In reading, eighth-graders showed some progress.

Just a little more than one-third of the students were proficient or higher in reading. In math, 40 percent of the fourth-graders and 35 percent of the eighth-graders had reached that level.

The results Tuesday from the National Assessment of Educational Progress are a stark reminder of just how far the nation’s school kids are from achieving the No Child Left Behind law’s goal that every child in America be proficient in math and reading by 2014.

“The modest increases in NAEP scores are reason for concern as much as optimism,” Education Secretary Arne Duncan said in a statement. “It’s clear that achievement is not accelerating fast enough for our nation’s children to compete in the knowledge economy of the 21st century.”

The Education Department’s National Center for Education Statistics administers the test.

On a 500-point scale, both fourth- and eighth-graders scored on average 1 point higher in math in 2011 than in 2009 and more than 20 points higher than in 1990, when students were first tested in math. In reading, the score for fourth-graders was unchanged from two years ago and four points higher than in 1992, when the test was first administered in reading. Eighth-graders in reading scored on average 1 point higher in 2011 compared with 2009 and 5 points higher than in 1992.

The results come as states clamor to develop proposals to obtain waivers around unpopular proficiency requirements in the No Child Left Behind law, which passed in 2002 and was heralded as a way to primarily help low-income and minority children. President Barack Obama in September said that since Congress had failed to rewrite the law, he was allowing states that met certain requirements to get around it. Forty states, in addition the District of Columbia and Puerto Rico, have said they intend to seek a waiver, according to the Education Department. Meanwhile, there has been some progress in both the House and Senate in rewriting the law, although it’s unclear whether Congress will act on it this year.

Historically, a large achievement gap has existed between the average scores of white students compared with black and Hispanic students, with white students scoring higher.

There were no noticeable changes in the gap between white and black students from 2009 to 2011. New test results, for example, show a 25-point gap between white and black fourth- and eighth-graders in reading and fourth-graders in math.

In both math and reading, however, Hispanic students in eighth grade made some strides to narrow the gap with white students from 2009 and 2011. In reading, for example, the 26-point gap in 1992 and 24-point gap in 2009 was reduced to 22 points in 2011.

This was the first year that test administrators separated Asian students from a broader category that previously included Native Hawaiian/Pacific Islander students. In both reading and math, the average scores for Asians were higher than other racial groups. Nearly two-thirds of Asian fourth-graders and nearly 60 percent of Asian eighth-graders posted scores at or above proficient in math. About half of all Asian students in both grades scored at the proficient level or higher in reading.

Among the states, Hawaii stood out as the only state to show improvements from 2009 to 2011 in both reading and math among both fourth- and eighth-graders. During the same period, New Mexico, Rhode Island and the District of Columbia showed gains in math among both fourth- and eighth-graders, and Maryland’s fourth- and eighth-graders each showed improvements in reading.

New York was the only state to score lower in math among fourth-graders from 2009 to 2011. Missouri was the only state with eighth-graders posting a lower score in math from two years earlier. Missouri and South Dakota had lower scores among fourth-graders in reading from 2009 to 2011.

The math assessment was given this year to 209,000 fourth-graders and 175,200 eighth-graders. The reading test was given to 213,100 fourth-graders and 168,200 eighth-graders.

_____

National Assessment of Educational Progress: http://nces.ed.gov/nationsreportcard/

_____

Kimberly Hefling can be followed at http://twitter.com/khefling

Students show growth in math on national test
(AP)

Students show growth in math on national test (AP)

WASHINGTON – New test scores show the nation’s fourth- and eighth-graders are doing the best ever in math, but schools still have a long way to go to get everyone on grade level. In reading, eighth-graders showed some progress.

Just a little more than one-third of the students were proficient or higher in reading. In math, 40 percent of the fourth-graders and 35 percent of the eighth-graders had reached that level.

The results Tuesday from the National Assessment of Educational Progress are a stark reminder of just how far the nation’s school kids are from achieving the No Child Left Behind law’s goal that every child in America be proficient in math and reading by 2014.

“The modest increases in NAEP scores are reason for concern as much as optimism,” Education Secretary Arne Duncan said in a statement. “It’s clear that achievement is not accelerating fast enough for our nation’s children to compete in the knowledge economy of the 21st century.”

The Education Department’s National Center for Education Statistics administers the test.

On a 500-point scale, both fourth- and eighth-graders scored on average 1 point higher in math in 2011 than in 2009 and more than 20 points higher than in 1990, when students were first tested in math. In reading, the score for fourth-graders was unchanged from two years ago and four points higher than in 1992, when the test was first administered in reading. Eighth-graders in reading scored on average 1 point higher in 2011 compared with 2009 and 5 points higher than in 1992.

The results come as states clamor to develop proposals to obtain waivers around unpopular proficiency requirements in the No Child Left Behind law, which passed in 2002 and was heralded as a way to primarily help low-income and minority children. President Barack Obama in September said that since Congress had failed to rewrite the law, he was allowing states that met certain requirements to get around it. Forty states, in addition the District of Columbia and Puerto Rico, have said they intend to seek a waiver, according to the Education Department. Meanwhile, there has been some progress in both the House and Senate in rewriting the law, although it’s unclear whether Congress will act on it this year.

Historically, a large achievement gap has existed between the average scores of white students compared with black and Hispanic students, with white students scoring higher.

There were no noticeable changes in the gap between white and black students from 2009 to 2011. New test results, for example, show a 25-point gap between white and black fourth- and eighth-graders in reading and fourth-graders in math.

In both math and reading, however, Hispanic students in eighth grade made some strides to narrow the gap with white students from 2009 and 2011. In reading, for example, the 26-point gap in 1992 and 24-point gap in 2009 was reduced to 22 points in 2011.

This was the first year that test administrators separated Asian students from a broader category that previously included Native Hawaiian/Pacific Islander students. In both reading and math, the average scores for Asians were higher than other racial groups. Nearly two-thirds of Asian fourth-graders and nearly 60 percent of Asian eighth-graders posted scores at or above proficient in math. About half of all Asian students in both grades scored at the proficient level or higher in reading.

Among the states, Hawaii stood out as the only state to show improvements from 2009 to 2011 in both reading and math among both fourth- and eighth-graders. During the same period, New Mexico, Rhode Island and the District of Columbia showed gains in math among both fourth- and eighth-graders, and Maryland’s fourth- and eighth-graders each showed improvements in reading.

New York was the only state to score lower in math among fourth-graders from 2009 to 2011. Missouri was the only state with eighth-graders posting a lower score in math from two years earlier. Missouri and South Dakota had lower scores among fourth-graders in reading from 2009 to 2011.

The math assessment was given this year to 209,000 fourth-graders and 175,200 eighth-graders. The reading test was given to 213,100 fourth-graders and 168,200 eighth-graders.

_____

National Assessment of Educational Progress: http://nces.ed.gov/nationsreportcard/

_____

Kimberly Hefling can be followed at http://twitter.com/khefling

Students show growth in math on national test
(AP)

According to the Chicago Sun-Times, the Illinois House of Representatives has passed a major education reform bill in an overwhelming and near-unanimous 112-1 vote. The bill is now heading to the desk of Gov. Pat Quinn, who will have the chance to either veto the bill or sign it into state law.

Gov. Quinn has shown support for the bill, as noted by the Huffington Post, which would ultimately give school districts more power when it comes to education practices, including basing tenure and teacher dismissal on student performance, and limiting the collective bargaining rights of local teachers unions, which could make it much more difficult for educators to go on strike.

According to the Chicago Tribune, the bill gives mayor-elect Rahm Emanuel the authority to enact his own education reforms within the Chicago Public Schools system; this includes extending the school day and school year and also making it easier to fire incompetent teachers or those not up to the district’s standards. Originally, the Chicago Teachers Union backed the piece of legislation but recently withdrew its support over concerns that arose as the House began discussing the bill. One of the other major provisions in the bill is that schools across Illinois would be receiving less money from the state as means to tackle the state’s budget deficit.

The Tribune also noted that Emanuel, who is set to be inaugurated May 16, is in full support of the bill, commenting it is a “historic day of opportunity for kids in the city of Chicago.” But elected officials haven’t been the only leaders who have praised the legislation.

According to Chicago 2011, a website run by the Chicago 2011 Transition Committee, U.S. Education Secretary Arne Duncan spoke about the bill:

“Illinois has done something truly remarkable, and every state committed to education reform should take notice. Business, unions, educators, advocates and elected officials all came together around a plan that puts children ahead of adults and paves the way for meaningful education reform. I respectfully urge Governor Quinn to sign this quickly so that Illinois can put these landmark reforms to work in the classroom.”

Quinn will now get his chance to approve the measure and bring sweeping education reform to the state of Illinois as the bill heads to his desk Friday.

Rachel Krech provides an in-depth look at current environmental issues and local Chicago news stories. As a college student from the Chicago suburbs pursuing two science degrees, she applies her knowledge and passion to both topics to garner further public awareness.

Illinois House Approves Major Education Overhaul Bill (ContributorNetwork)

Europeans spend billions on "shadow education" (Reuters)

BRUSSELS (Reuters Life!) – Private tuition is a booming business in Europe, with parents in France and Germany spending more than 3 billion euros ($4.39 billion) a year on additional schooling for their children, according to a new report.

Across much of Europe the trend is the same — even if the sums are not as large in all countries — as parents set aside more and more income to give their children an extra leg-up on state-provided education, the European Union report shows.

As well as highlighting the vast sums being spent on “shadow education,” the paper underlines how the trend is deepening inequalities in Europe, with the children of wealthier parents tending to receive more extra tuition, creating divisions that could have long-term social implications.

“Shadow education has reached such a scale, and has such strong implications for social equity, the knowledge economy, the work of schools, and the lives of children and families, that it must be addressed,” wrote Mark Bray, the author of “The Challenge of Shadow Education,” released last week.

The report, which pulls together research conducted in separate countries over the past four years, shows that France’s shadow education sector was worth 2.2 billion euros in 2007 and was estimated to be growing at about 10 percent a year.

In Germany, an estimated 900 million to 1.5 billion euros is spent on tutoring each year, with most of that on secondary level education assistance. In France and Belgium, tuition fees can be more than 30 euros an hour.

In southern Europe, where state education systems tend to lag those in the north, there is a strong trend of extra schooling, with parents in Cyprus, Greece, Spain and Portugal all spending large quantities on their children, although the benefits tend to accrue to those from wealthier families.

Even in Scandinavia, which frequently tops global league tables for state education, extra tuition is on the increase.

“Private tutoring is much less about pupils who are in real need of help that they cannot find at school and much more about maintaining the competitive advantages of the already successful and privileged,” said Jan Truszczynski, the head of the European Commission’s department of education and culture, which commissioned the report.

MULTI-BILLION EURO INDUSTRY

The study found most private tuition was pursued by wealthy and usually urban families instead of the working class. In some countries private tutoring is common among families who already pay for private schooling, deepening socio-economic divides.

“If left to market forces, tutoring maintains and exacerbates inequalities,” Bray said the report. “Families with higher income can afford both greater quantities and better qualities of tutoring.”

As well as the socio-economic impacts, the report highlights how much of a growing business shadow education has become.

In France, Belgium, Britain, Ireland and elsewhere, companies have grown up to provide extra home-based schooling.

“The tutoring industry is an expanding source of employment as well as a way for many mainstream teachers to earn supplementary incomes,” Truszczynski said. “This appears to be one reason why both governments and trade unions tend to avoid the subject.”

Despite the billions paid out for private tutors, many nations leave it unregulated, so tutoring frequently occurs outside the realm of government taxation, the study said.

Tutoring is considered so important that Cypriot and Greek parents’ private tuition spending matches 20 percent of their governments’ public education spending, the report said.

(Editing by Paul Casciato)

Europeans spend billions on "shadow education" (Reuters)

CEOs Teach in M.B.A. Classrooms (U.S. News & World Report)

Most CEOs spend the latter years of their professional lives giving presentations in high-pressure board rooms for select groups of middle-aged power brokers, not in lecture halls filled with green but eager M.B.A. students. However, a few opt to trade in their corner office for office hours and venture into the world of higher education. CEOs who once sat at the helm of firms ranging from startup tech companies to corporate entertainment juggernauts now lend their expertise and impart wisdom gained through experience to a new generation of prospective business leaders.

Esteemed business programs, such as Columbia Business School, ranked ninth in U.S. News‘s rankings of Best Business Schools, are home to instructors hailing from the executive suite. Amy Rosen, CEO of the Network for Teaching Entrepreneurship, for instance, has been teaching an education leadership consulting lab as an adjunct faculty member at Columbia since 2008. Rosen isn’t alone–there are nine executives in residence who are former CEOs and several other full-time and adjunct faculty who have been top executives.

Columbia is only one of many schools that have asked CEOs to teach their students. Below are three more examples of CEOs who, inspired by what they learned through diverse–and, at times, trying–careers, have opted to teach at the M.B.A. level:

[See more top executives in M.B.A. classrooms.]

Michael Crooke, distinguished visiting professor of business practice at the Pepperdine University Graziadio School of Business and former CEO of Patagonia: While at the helm of the environmentally friendly apparel maker, Crooke’s primary focus was to adhere to Patagonia’s sustainability-centric values while still being mindful of the company’s bottom line. He’s taken that philosophy to Pepperdine, where he leads a certificate program that launched in 2010–dubbed Social, Environmental, and Ethical Responsibility–in which M.B.A. students learn how to create value within a brand by differentiating from competitors via a sustainable model.

Crooke’s decision to turn to academia was spurred by his own experiences with corporate leaders, including Patagonia’s founder Yvon Chouinard and real estate executive Dan Emmett, both of whom took the time to teach him. “All these different mentors I had turned me on to teaching. I was able to [learn] fast, but you’re only able to do that if you have great mentors,” he says. “[Now] it’s extremely rewarding to see these future CEOs going out and being so completely turned on to running a business with social and environmental responsibility.”

Crooke’s students indicate they value his advice, given his level of experience atop the corporate food chain, much like Crooke himself valued lessons imparted by his mentors. “Dr. Crooke is an amazing, dedicated professor with tons of real world experience and invaluable insight and advice,” says Tracy Liu, who will receive her M.B.A. from Pepperdine this year.

Neil Braun, dean of Pace University’s Lubin School of Business and former CEO of Viacom Entertainment: Having worked as the top executive at numerous firms–including entertainment giant Viacom–during his 33-year career, and no longer satisfied with the rewards of his day job, Braun yearned to impart the knowledge he’d gleaned to a younger generation. After searching for vacant administrative positions at business schools in the New York metropolitan area, he landed at Pace in 2010, where, in addition to serving as dean, he routinely meets with student leaders and gave guest lectures in eight classes during the past year on topics ranging from leadership to competitive strategy.

[See where the Fortune 500 CEOs went to college.]

Beyond the detailed advice he offers in those lectures, he advises all business students to learn to write well, to hone one very difficult analytical skill, and to familiarize themselves with areas of business outside of their specialty. Data analysts, for instance, should be able to freely converse with marketers about their duties, and vice versa, he says.

“I wish somebody had clued me in to some of this stuff when I was young, and contextualized all the trauma I had to go through–like we all do–in trying to figure this out,” he says. “I’m being naïve in thinking that just by telling them I’m going to save them from anything, but I do get E-mails and feedback from people that they took one or two really important things that have made a difference in their lives.”

Peter Russo, executive in residence and senior lecturer at the Boston University School of Management and former CEO of Data Instruments: Russo joined BU’s faculty in 1999 after a 15-year stint at the helm of technology firm Data Instruments. When international conglomerate Honeywell International purchased Data Instruments in 1998, Russo opted to transition into a career in academia. He was certain he wanted to be a teacher, given that one of his Harvard Business School professors had long suggested it suited him.

[See 10 business schools that lead to jobs.]

Currently, Russo teaches “Starting New Ventures,” an M.B.A. class for budding entrepreneurs that draws upon Russo’s experience growing Data Instruments from a startup to a 500-employee firm worthy of interest from a corporate giant like Honeywell. Though he says he learned many lessons in his decade and a half at the helm of the firm, he’s hesitant to impart too many war stories to his students. Instead, he focuses strongly on aspects of entrepreneurial process–such as creating value in a new brand and navigating capital markets to raise money–that his experience at Data Instruments taught him. “It’s hard to describe if you haven’t been through it,” he says.

Looking for a business school? Get U.S. News’s complete rankings of Best Business Schools.

CEOs Teach in M.B.A. Classrooms (U.S. News & World Report)

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