Education Week - March 6, 2013 - 5

EDUCATION WEEK

–CHRISTINA A. SAMUELS

Three More States
Apply for NCLB Waiver
Pennsylvania, Texas, and Wyoming are the latest states to apply
for waivers from the No Child
Left Behind Act. The three made
the Feb. 28 deadline for a fourthround application window, bringing the list of states that have
sought flexibility from the federal
accountability law to 47.
So far, 34 states and the District
of Columbia have won flexibility
from the U.S. Department of Education for key pieces of the nclb
law. In exchange, states had to
agree to such requirements as implementing teacher- and principalevaluation systems tied to student
growth.
—MICHELE McNEIL

CORRECTION:
A story about state stem councils in the Feb. 27, 2013, issue
of Education Week misidentified
a school in the accompanying
photo caption. The Knoxville,
Tenn., school’s name is l&n stem
Academy.

J. Scott Applewhite/AP-File

C. EVERETT KOOP, who as the U.S.

surgeon general in the 1980s became an outspoken advocate for
teaching children in “the lowest
grade possible” about a growing
health threat called aids, died
Feb. 25 at his home in Hanover,
N.H. He was 96.
Dr. Koop, a retired pediatric
surgeon tapped
by President
Ronald Reagan
to be the nation’s
doctor in 1981,
found himself
frustrated by the administration’s
slowness in reacting to aids.
Dr. Koop also called for a
smoke-free society by 2000 and
accused the tobacco industry of
marketing directly to children.
He argued that because education was the best aids-prevention

While some state lawmakers and school districts have their sights set on arming school
employees, a survey of nearly 11,000 educators
finds that a big majority of them would be unlikely to carry a weapon in class.
The survey results, released last week by
the for-profit professional-development company School Improvement Network, show that
about 72 percent of teachers and administrators said they would be unlikely to bring a
firearm to school even if they were allowed to
do so. And of those who already own firearms,
fewer than 40 percent would bring them to
class if given the choice. About 36 percent of
those surveyed said they own a gun.
The Midvale, Utah, company conducted the
online survey in late January, about six weeks
after the shootings at Sandy Hook Elementary
School in Newtown, Conn. The survey included
teachers and administrators from all 50 states
and from districts of all types.

“Report of the 2012 National
Survey of Science and
Mathematics Education”

—ERIK W. ROBELEN

EVALUATING TEACHERS
“It’s More Than Money”

A performance-bonus system
that makes use of “student

OBITUARY

Surgeon General
Pushed Schools
To Address AIDS

“Guns and Safety in Our Schools”

STEM STUDIES

Math and science combined get
less instructional time in earlyelementary classrooms than
literacy, a new national survey
indicates.
In grades K-3, teachers spend,
on average, 19 minutes per day
on science and 54 minutes on
mathematics, compared with 89
minutes for reading/language
arts, according to the nationally
representative survey of teachers. The new report on math and
science education, conducted
last year with support from the
National Science Foundation,
provides data on teachers’ backgrounds, instruction, and curriculum across the K-12 spectrum.
Math and science get a little
more time in grades 4-6, when
the combined average is about
the same as for reading. The
study also finds that science is
not typically taught every day
in the elementary grades. (The
averages are based on weekly totals.) Just one in five classrooms
teach science daily in grades
K-3. At the upper-elementary
level, one in three classes provides a daily dose of science.

strategy, sex education should
begin in 3rd grade. Hiv and aids
have since become a staple of
health and sex education classes.
Dr. Koop disagreed with U.S. Secretary of Education William J.
Bennett’s position that abstaining
from sex be the only preventive
measure taught to students. Dr.
Koop also advocated abstinence,
but he wanted a more comprehensive approach, especially for
young people at greatest risk of
contracting hiv, the virus that
causes aids.
At a congressional hearing in
1987, Dr. Koop warned that the
United States was facing an “explosion” in the number of teenagers with aids. He advocated an abstinence-only approach, but noted
that such a message, and one of
monogamy, would not have an effect on some adolescents.
“I was talking to a group of
teenagers recently about this
problem of being monogamous,
and I said, ‘I mean long-term monogamous,’ ” he told House lawmakers. “And this girl said, ‘How
long? A semester?’ ”
—NIRVI SHAH

MARCH 6, 2013

n

www.edweek.org

5

Survey: Most Teachers Not Likely to Carry Guns

REPORTto these reports, go to
For links
ROUNDUP
www.edweek.org/go/rr.
tutions of higher education; cities
and counties; Native American
tribes; and labor organizations
are all eligible to apply Programs
will be expected to strengthen
parent and family involvement
in schools, improve school safety,
accelerate student learning, and
increase graduation and collegeenrollment rates. Applications are
due April 2.

n

learning objectives”—academic
growth goals set by teachers in
consultation with their principals—helped improve student
achievement in Charlotte-Mecklenburg, N.C., schools, concludes
a study issued last week.
The study, by the Community Training and Assistance
Center, a Boston-based technical-assistance and policy-evaluation nonprofit, found that
students taught mathematics
by participating teachers improved on average at a rate 12
percent higher than those in
comparison schools. That was
nearly enough to catch them
up to their peers in those comparison schools, who started
slightly ahead of them. In reading, the growth rate was 13 percent greater than it was for the
control group.
Student Learning Objectives,
or slos, are a growth measure in
which teachers typically engage
in a process of goal-setting. They
might determine, for example, to
increase the number of students
who are proficient in dividing
fractions. Then, with principals
and colleagues, they select an
appropriate way to measure
progress toward the goal and a
teaching plan to reach it. If they
reach it, they get a bonus payout.
—STEPHEN SAWCHUK

SCHOOL LEADERS
“Districts Matter: Cultivating the
Principals Urban Schools Need”

Districts can take steps to improve the quality of leadership
in their schools by ensuring that
principals are well-trained when
they’re hired and fully supported
once they’re in schools, says a
new report from the Wallace
Foundation.
A “well-crafted district strategy to promote better school
leadership” is important, the
report says, because “effective
principals offer perhaps the surest route to effective teaching.”
>>

For links to these reports, go to

While about 92 percent of respondents
generally feel safe at school, the survey also
found some—about 14 percent of those who
feel safe overall—worry about gun violence on
campus.
Teachers and administrators said their schools
have already taken steps to improve security
since the Sandy Hook shootings. About 33 percent said their schools have added new doorlocking systems, leave fewer doors open, or have
taken other steps involving access. Another third
said their schools have added security cameras
or new lockdown procedures. About 20 percent
said their schools have done more safety drills
specifically on how they would deal with an
armed intruder—something that had become
more common even before Sandy Hook. And
10 percent said their schools have added or increased police presence on campus.
Although educators aren’t very interested in
carrying guns themselves, 88 percent of those
surveyed said an armed police officer on campus
would improve safety.
—NIRVI SHAH

Among the strategies the report highlights are: making hiring needs and standards clear
to candidates and preparation
programs; having formative,
clear principal evaluations;
supporting and training principals’ supervisors; and providing mentoring and access to
useful data. Generally, it adds,
districts should have clear and
comprehensive school leadership plans.
The report also includes examples of work from around
the country, especially from six
districts that are part of Wallace’s Principal Pipeline initiative: New York City; Gwinnett
County, Ga.; Denver; CharlotteMecklenburg, N.C.; Hillsborough
County, Fla.; and Prince George’s
County, Md.
The New York City-based
foundation also supports coverage of leadership, arts education,
and extended and expanded
learning time in Education
Week.
—JACLYN ZUBRZYCKI

final salary and years worked.
The vesting period was much
shorter for the defined-contribution plan (one year) than the
defined-benefit plan (six years),
and portable. But, after about six
years, the value of the definedbenefit plan was projected to exceed its alternative.
The study found that the
defined-contribution plan was
favored by: more black and Hispanic teachers than white teachers; more mathematics and science teachers than teachers of
other subjects, and more charter than noncharter teachers,
among others.
Teachers choosing that option
were also no more- or less-effective than others.
The Fordham center, a critic of
defined-benefit programs, said
the findings show that teachers
aren’t entirely opposed to defined-contribution plans, which
might save districts money. —S.S.

FINANCING COLLEGE
PENSION PLANS

“How America Saves for College”

“When Teachers Choose Pension
Plans”

A new national survey finds
families are saving less for college than they were two years
ago.
According to the survey, half
of American families with children younger than 18 reported
in 2012 that they were saving
for college, compared with 60
percent in 2010. Researchers say
the decline is likely a response to
a protracted weak economy and
other priorities.
While adults recognize the
value of college, many report
being in denial about college savings and feeling overwhelmed,
annoyed, frustrated, and scared,
according to the online survey conducted in August. It included 1,600 parents and was
sponsored by Sallie Mae, the
financial-services company specializing in education, and Ipsos,
an independent market-research
company.
—CARALEE ADAMS

Certain kinds of teachers, including those teaching math and science, may be more likely than
others to select a 401(k)-style
teacher-pension plan over a traditional pension plan given the
choice.
That’s the key finding from
an analysis of Florida data released last week by the Thomas
B. Fordham Institute, a conservative-leaning Washington think
tank. The authors analyzed state
data from 2002-03 and 2008-09
on 75,000 Florida teachers.
During that time, new teachers had the option of enrolling
in either a defined-contribution
plan similar to a 401(k), in
which wealth is based on how
selected investments perform, or
a defined-benefit pension plan, in
which pension wealth is based on
www.edweek.org/go/rr


http://www.edweek.org http://www.edweek.org/go/rr

Education Week - March 6, 2013

Table of Contents for the Digital Edition of Education Week - March 6, 2013

Education Week - March 6, 2013
Los Angeles School Board Race Shatters Spending Records
Feds, States Dicker Over Evaluations
Governors Take Varied Routes in Boosting Aid
Principal Appraisals Get a Remake
Contents
News in Brief
Report Roundup
Study: Best and Worst Teachers Can Be Flagged Early
FOCUS ON: PRESCHOOL: Obama Preschool Proposal Stirs Debate Over Training
Principals Lack Training in Shaping School Climate
KIPP Outpacing Regular Public Schools, Study Finds
INDUSTRY & INNOVATION: Wisconsin Data-Contract Fight Goes Public With Ad Campaign
DIGITAL DIRECTIONS: Pew Survey Gauges Teachers’ Attitudes About Tech., Equity
Blogs of the Week
Voting Rights Act Case Has Stakes for Districts
Back Home, Top Lawmaker Gets Earful on K-12 Policy
Policy Brief
Sequestration and Education: Frequently Asked Questions
9 California Districts Seek Own NCLB Waiver
House Panel Weighs School Safety Concerns
MATTHEW LYNCH: Tracing Technology’s Unintended K-12 Consequences
ANGELA MINNICI & ELLEN BEHRSTOCK-SHERRATT: Using Teacher Evaluation to Grow
ANITA KRISHNAMURTHI: Recognizing the Impact of After-School STEM
Letters
TopSchoolJobs Recruitment Marketplace
JD CHESLOFF: Why STEM Education Must Start In Early Childhood
Education Week - March 6, 2013 - Education Week - March 6, 2013
Education Week - March 6, 2013 - Cover2
Education Week - March 6, 2013 - Principal Appraisals Get a Remake
Education Week - March 6, 2013 - 2
Education Week - March 6, 2013 - Contents
Education Week - March 6, 2013 - News in Brief
Education Week - March 6, 2013 - Report Roundup
Education Week - March 6, 2013 - Study: Best and Worst Teachers Can Be Flagged Early
Education Week - March 6, 2013 - FOCUS ON: PRESCHOOL: Obama Preschool Proposal Stirs Debate Over Training
Education Week - March 6, 2013 - Principals Lack Training in Shaping School Climate
Education Week - March 6, 2013 - KIPP Outpacing Regular Public Schools, Study Finds
Education Week - March 6, 2013 - INDUSTRY & INNOVATION: Wisconsin Data-Contract Fight Goes Public With Ad Campaign
Education Week - March 6, 2013 - 11
Education Week - March 6, 2013 - 12
Education Week - March 6, 2013 - 13
Education Week - March 6, 2013 - DIGITAL DIRECTIONS: Pew Survey Gauges Teachers’ Attitudes About Tech., Equity
Education Week - March 6, 2013 - Blogs of the Week
Education Week - March 6, 2013 - 16
Education Week - March 6, 2013 - 17
Education Week - March 6, 2013 - 18
Education Week - March 6, 2013 - 19
Education Week - March 6, 2013 - Back Home, Top Lawmaker Gets Earful on K-12 Policy
Education Week - March 6, 2013 - Sequestration and Education: Frequently Asked Questions
Education Week - March 6, 2013 - House Panel Weighs School Safety Concerns
Education Week - March 6, 2013 - 23
Education Week - March 6, 2013 - 24
Education Week - March 6, 2013 - ANGELA MINNICI & ELLEN BEHRSTOCK-SHERRATT: Using Teacher Evaluation to Grow
Education Week - March 6, 2013 - ANITA KRISHNAMURTHI: Recognizing the Impact of After-School STEM
Education Week - March 6, 2013 - Letters
Education Week - March 6, 2013 - 28
Education Week - March 6, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - March 6, 2013 - 30
Education Week - March 6, 2013 - 31
Education Week - March 6, 2013 - JD CHESLOFF: Why STEM Education Must Start In Early Childhood
Education Week - March 6, 2013 - Cover3
Education Week - March 6, 2013 - Cover4
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