Chatter with Children in Grocery Stores

A new study investigates adult chatter with their children while in the grocery store and find that it may help overcome the "word gap"that exists between children entering elementary school.

This is what a hero looks like: An Atlanta School Shooting Averted

This is what a hero looks like: Tuff, a school clerk, dissuades the gunman at a nearby (to me) Atlanta school. Watching the footage yesterday of the babies running from the building completely tore my heart. Very happy all were safe.

Photo Credit: EverydayJoe/Antoinette Tuff

Here's the article:  http://www.policymic.com/articles/60379/antoinette-tuff-meet-the-woman-who-prevented-a-mass-school-shooting-yesterday

Code much?

What if schools taught students to code?.

Click the link, watch the video.

Member of the Tea Party wave now House Chair of K-12 Education subcommittee

In 2010, the Tea Party ushered in a number of Representative to the U.S. House.  One of them was Mr. Todd Rokita (R-Ind.).  Now, I must admit, I need to begin my homework on this man.  So far, I've just done preliminary searches and uncovered what Education Week has to say about him (like that he wanted to reduce the number of federal employees in the U.S. Department of Education) and what he says about himself (like being the former secretary of state for Indiana and working as a pro-business, health care consultant).

What I care about is that the 113 Congress House Education and Workforce Committee has appointed him subcommittee chair for K-12 matters, named the chairman of the House Subcommittee on Early Childhood, Elementary, and Secondary Education.  And from just this one snippet he supplied:

“As a parent of two young boys myself, I know firsthand how important our education system is. I look forward to working with Chairman Kline, ranking member Miller and my other fellow members of the committee to advance key reforms in the next Congress”  -- Mr. Rokita.

I'm getting a headache. 

More after the break...

More on Superintendent Davis -- His Community Impact

Aside from the comments found in my earlier post, there's another perspective out there too -- about the positive community impact that Superintendent Davis's administration has made.  Here's how one of my neighbors put it in a public email thread to us all:

 OK- so maybe you think, I don't have kids in school, this really doesn't
matter [sic] to me.

You could not be more wrong:
-Take a look at your property tax bill: app. 45% is the APS school tax,
plus bonded indebtedness
-Property values are *directly* related to the desireability of local
schools: go a ahead and re-paint and put in granite counter-tops, but if
you want to be able to sell quickly and for a fair price, fix the schools.
-Crime/public safety are also directly related to the schools: good
schools keep after truants, a major source of mischief and mayhem, plus
they give their students marketable skills, so instead of being a drag on
society, they contribute to it.

Davis can be prickly, but he takes a dispassionate look at problems, and
that is something that is rare in schools systems, because politics ranks
so highly with most involved at the executive level. He doesn't care: he
came out of retirement to do this job, and while APS pays him well, he made
his money during a long, varied and successful career.

Surely the community gets a say, right?

More after the break...

Head Start has to keep its Federal Support

Data suggests that enrollment in Head Start is not determinative of whether a child is a successful elementary school student or whether a child is a higher-functioning learner through elementary grades.  Hence, those waiting for Head Start to be the silver bullet to end the achievement gap are sentenced to wait some more.  What Head Start does do (as supported by this study) is ready young children for kindergarten and deliver them to a high-quality kindergarten teacher as eager little sponges ready to grow to their next level of learning (see Exhibits 3a and 3b showing statistically significant cognitive impacts of Head Start for the four-year-old cohort and three-year old cohorts, respectively (p. xxiv-xxvi)).  This is what we should want for all children—to have the skills and readiness to begin to learn.  A program that ensures our nation’s children are ready to learn when they reach school is a program worthwhile.

But the prompt asks whether Head Start is still relevant, which probes not just into the effects of the program (though, excitingly the random assignment of this study allows us to be able to determine actual causality of Head Start), but asks us to explore whether Head Start should continue to take up policy space, research, and public priority.  Should the federal government continue to support the program?

I point to two reasons why Head Start should continue to be supported by the federal government:  (1) the alternative to no federal government support is likely state-only support (rather than no support at all) and states are not currently in positions to take on this additional responsibility and (2) the federal government has societal interest in the secondary benefits Head Start has shown to produce in low-income children and families.

See why after the jump.