2011年6月26日星期日

Owners of Calif. test pilot school settle tax case (AP)

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SACRAMENTO, Calif. – The owners of a Southern California civilian test pilot school pleaded guilty Monday to defrauding the federal government of nearly $710,000 by filing a false tax return related to a secret Swiss bank account, and are expected to pay more than $2 million in civil penalties.

Prosecutors said Sean and Nadia Roberts of Tehachapi face up to three years in prison at their sentencing Sept. 6 after entering the guilty plea in U.S. District Court in Fresno.

They own and operate the National Test Pilot School, a nonprofit founded in 1982 at Mojave Airport that trains test pilots. They also own Flight Research Inc., which owns most of the aircraft used by the school.

Prosecutors, in court documents, call it the world's only civilian test pilot school. A school official once claimed it is the world's largest private test pilot training facility.

Their attorney, Edward Robbins Jr. of Beverly Hills, said the couple was caught up in the U.S. government's investigation of secret accounts at Switzerland's UBS bank. Under a deferred prosecution agreement in 2009, UBS admitted helping U.S. taxpayers hide accounts from the IRS and agreed to provide names of some customers.

"They had the unfortunate luck to be among the first 260 UBS customers who were turned over to the U.S. government," Robbins said. "Sean and Nadia Roberts, but for the fact that they were in the first 260, would have dodged any criminal liability and gone in under the civil settlement."

That settlement was offered to 4,500 other bank clients whose identities were disclosed later, he said.

He expects the couple may qualify for probation and no prison time because they promptly admitted their guilt and are cooperating with the investigation. They remain free on bail.

The couple pleaded guilty to the single count of filing a false 2008 tax return under a plea agreement. The lost taxes amounted to nearly $710,000, according to the agreement filed in federal court.

Prosecutors say the couple transferred money from their corporation to several offshore accounts, then improperly deducted the transfers from their corporate and individual income tax returns. They also failed to report interest earned on the foreign accounts.

Aside from repaying the $710,000, the couple agreed to pay a penalty on the rest of the money held in offshore accounts to settle a civil claim filed by the federal government alleging that they failed to properly report their income for tax years 2004-08. The amount of the penalty is to be set before sentencing.

"They're going to end up eating, I think, a $2 million penalty," Robbins said. "It will be in the neighborhood of 50 percent of $4 million."


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Homeschoolers Are Getting In on the Cap-and-Gown Fun (Time.com)

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High school graduation is a right of passage for millions of teens. Now, those schooled at home want mortar boards too.

It turns out that students and parents who have turned down traditional education still long for a little "Pomp and Circumstance." As the number of homeschoolers in the U.S. balloons to 2 million children, high school graduation ceremonies are the new hot trend in non-traditional education.

This June, a group of students donned capes and listened to speeches in what organizers called the "very first South Florida home-school graduation."

(PHOTOS: At Home With Homeschoolers)

"I was getting all down when I didn't think he'd have a graduation," one proud mother of the "home-school class of 2011" told the New York Times. "I wanted to see him walk and have the cap and gown and the pictures."

The Florida group had just 26 students, but some organizations are holding mass convocations. Christian groups like the Home Educators Association of Virginia offer graduation ceremonies for hundreds of homeschoolers at their annual conventions.

There are plenty of accoutrements for the proud parents too. Online retailers catering to the burgeoning home-school market sell everything from class rings to "Proud of Our 2011 Home-School Graduate" yard signs.

Some students are reluctant to participate, in part because their classmates are strangers. But often it is the parents who urge them on. "I imagined her walking across the stage just like I did at my graduation," said Florida mom Brenda Orr of her daughter Vanessa. "I didn't want her to feel she'd missed out on something."

(MORE: Homeschoolers: From Home to Harvard)

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The No Child Left Behind Showdown (Time.com)

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Is it finally the beginning of the end for No Child Left Behind?

Secretary of Education Arne Duncan announced late last week that if Congress does not overhaul the ten-year old federal education law known as No Child Left Behind in the next few months, he will do it himself. His plan? To give states waivers from some of the law's provisions in exchange for a commitment to undertake a currently unspecified set of reforms. Immediately dubbed "Plan B" by the Secretary and others, the announcement was not a surprise. Using regulations to amend the law, which is years overdue to be revised, has been under consideration for months. Still, the reaction to Duncan's announcement highlighted why Congress is having such a hard time fixing the law in the first place. (See "Can Anyone Change No Child Left Behind?")

Let's take the objections in order:

Not surprisingly, leaders in Congress were not pleased. Even though Duncan has the legal authority to waive a variety of provisions in the law - essentially those not dealing with money or civil rights - Congress understandably sees making laws as their turf. The secretary is betting that the threat of being preempted will be enough to prod action on Capitol Hill.Perhaps he's right. The Republican Chairman of the House education committee and his Democratic counterpart in the Senate both agreed that Duncan's proposal was a bad idea.That was the first glimmer of education bipartisanship in a long while.

The chattering class was even sourer. American Enterprise Institute scholar and pundit Rick Hess accused Duncan of trammeling on the Constitution. Education reform critic Diane Ravitch rushed to agree, and those two agree on little these days, so again, Duncan succeeded in bridging differences.But while Hess and Ravitch called on Duncan to read the Constitution, they might want to read the No Child Law itself. The waiver authority is long standing and clearly spelled out. Secretary of Education Margaret SpellingsDuncan's predecessor in the Bush Administration used it several times to launch pilot projects for various reform ideas. And waivers and regulations are a common tool for policymaking on a range of issues besides education. (See 11 education activists for 2011.)

Education's alphabet soup of special interest groups were not any happier. They've been demanding waivers for years but this wasn't quite what they had in mind - they object to Duncan's idea to attach reform conditions to any regulatory relief. School reform groups, conversely, worried that any conditions would be toothless and weaken the law's emphasis on accountability for struggling students. Privately, reformers worried that by this fall the figures driving decision-making at the White House were as likely to be the President's reelection numbers as school performance data.

It's not an unwarranted concern. History doesn't bode well for proponents of accountability and waivers have rarely led to reforms. Most recently, during the Bush Administration, there were several attempts to use waivers to change the No Child policy. As a rule when education special interest groups, especially the teachers unions, favored suggested changes - for instance revisions to the No Child law's school accountability rules to make it easier for schools to meet performance targets - they sailed through. But when proposed fixes were not so popular - for example when Secretary Rod Paige tried to change how the law affects local collective bargaining agreements - they were stopped dead in their tracks. In other words, if Duncan's reform conditions are too stringent the administration could find itself under intense political pressure, challenged in court, or both. (Read about states' rights on school reform.)

It's worth remembering that this latest No Child Left Behind contretemps is only unfolding because Congress has been unable to revise the law since it was first scheduled to do so in 2007. In addition to the general dysfunction plaguing Washington, these days the lack of progress owes to disagreements between key special interest and reform groups, the House and the Senate, and Democrats and Republicans. One senator told me that, given a free hand to rewrite the federal education law, their version would represent the biggest rollback of the federal role in a generation - but even their streamlined version wouldn't satisfy conservatives in both chambers.

So as students stream out of school for the summer it's a safe bet that the law will be exactly the same when they return this fall. In fact, most Washington insiders think Congress won't be able to finish work on the law until after the next election. Waivers would make that pretty much a certainty. If the almost universal unpopularity of Duncan's proposal ends up bringing people together and energizing the legislative process, then it's a clever act of leadership. Otherwise, the Administration is undertaking a risky political high-wire act through the waiver process. In fact, all things considered, it's not too soon to start asking what Plan C is?

Andrew J. Rotherham, who writes the blog Eduwonk, is a co-founder and partner at Bellwether Education, a nonprofit working to improve educational outcomes for low-income students. School of Thought, his education column for TIME.com, appears every Thursday.

Read about 'Parent Trigger'laws.

End times for Charter schools?

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4 reject probation deals in Columbia U. drug case (AP)

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NEW YORK – Four of five Columbia University students arrested in what authorities described as a major crackdown on drug dealing on the Ivy League campus rejected no-jail plea deals Tuesday in hopes of wiping the legal slate clean by getting drug treatment instead.

Noting the students' previously clean records, the city Special Narcotics Prosecutor's office said it would agree to probation if Christopher Coles, Adam Klein, Jose Stephan Perez and Michael Wymbs pleaded guilty to felony charges.

But defense lawyers said their clients were drug users and would be better rehabilitated through a treatment program.

State Supreme Court Justice Michael R. Sonberg didn't decide on the students' request, which will hinge on whether they represent what state lawmakers had in mind when they agreed in 2009 to let some nonviolent drug offenders go to treatment instead of prison. Prosecutors oppose the students' request. The students are free on bail and due back in court July 19.

The fifth student, Harrison David, faces more serious charges related to selling cocaine. He was offered a plea deal that would get him a year in prison. The engineering major, 20, would face at least three years if convicted.

David's lawyer, Matthew Myers, said Tuesday that the undercover officer had urged David to sell cocaine. Myers said to single his client out for more serious charges "is really an unfair separation." David also rejected the plea deal.

Arrested in December, the students allegedly formed a ring that peddled a cornucopia of drugs — from marijuana to prescription pills to LSD-spiked candy — from dorms and fraternity houses. An undercover officer bought a total of about $11,000 worth of various drugs from the students over five months in one of the biggest drug takedowns at a New York City college in recent memory, authorities said.

All but David are seeking what's known as "diversion" to drug-abuse treatment. Under that approach, they could get the charges dismissed or lowered to misdemeanors if they succeed in treatment.

While diversion options have existed in some New York courts for years, a 2009 overhaul of the state's once notoriously stringent drug laws gave judges more leeway to send nonviolent offenders to treatment or other alternatives to prison. The idea is that some people's crimes are offshoots of their drug use and treatment would do more than incarceration to keep them from reoffending.

If Coles, Klein, Perez and Wymbs were selling drugs, it was because they used them, their lawyers say. But prosecutors say the students were drug dealers who were in it for the money, not addicts who should be afforded help.

Wymbs, 22, an applied mathematics major charged with selling LSD and Ecstasy, has "multiple addictions," lawyer Scott J. Spittberger told the court Tuesday. Perez, a published poet known as Stephan Vincenzo, also is a substance abuser, said his lawyer, Peter M. Frankel. Perez, 20, is accused of selling Adderall, a stimulant for which he had a prescription and other students sought as a study aid, Frankel said.

"Does that justify him selling it? Of course not. But is there some mitigation in that? I would think so," Frankel said after court.

Klein, a 21-year-old charged with selling LSD, is addicted to marijuana and "several other drugs" that took a severe toll on his academic performance, said his lawyer, Alan Abramson. Coles, primarily charged with selling marijuana, developed a $70-to-$100-a-day marijuana-smoking habit in college that prompted him to seek counseling even before his arrest, said his lawyer, Marc Agnifilo.

Like David, Coles, 21, told police he sold drugs to pay tuition, prosecutors say. Agnifilo said Coles' family had cut him off financially because of his marijuana habit.

"He had to try and make that money, and that's how this whole nightmare started," Agnifilo said after court.

But prosecutors say the students' dealing was businesslike and, in some cases, extensive.

Coles at one point sold a pound of marijuana, and Klein had $4,325 in cash and 300 doses' worth of LSD in vials in his room, assistant special narcotics prosecutor William Novak told the court. Wymbs sent text messages discussing the quality of his product and advising customers about what combination of drugs to take, and Perez exchanged text messages about drug sales with some 90 people and did some of his deals in the campus library, Novak said.

"Diversion was not designed to allow every drug- or alcohol-abusing defendant to escape the consequences," he said.

___

Jennifer Peltz can be reached at http://twitter.com/jennpeltz


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Michigan man accused of abusing Haitian children (AP)

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By JENNIFER KAY and TRENTON DANIEL, Associated Press Jennifer Kay And Trenton Daniel, Associated Press – Fri?Jun?24, 8:26?pm?ET

MIAMI – A Michigan man who ran a residential center for poor children in Haiti has been indicted on charges of child sex tourism, federal prosecutors said Friday.

Matthew Andrew Carter, 66, of Brighton, Mich., forced boys at the Morning Star Center, which provided food, shelter and education, to engage in sexual conduct in exchange for gifts, money or continued care, the U.S. Attorney's Office in Miami said.

At the Port-au-Prince center, Carter, who also went by the names "William Charles Harcourt" and "Bill Carter," was known as "Mister Bill."

A bearded father figure who walked with a limp, Carter showered boys with attention at the concrete home he has rented for the last four years, and at two other locations where he operated earlier. But he also beat his boys with sticks, punched them with his fists, fired his gun in the air and locked them in the yard "with the dogs," four young men at his center told The Associated Press. Yet despite the abuse they said they suffered or witnessed, the boys stayed at the center.

Carter has been in custody since his arrest May 8 in Miami on a charge of traveling from the U.S. to Haiti for the purpose of engaging in sexual conduct with minors.

A grand jury indicted Carter on May 19, and a superseding indictment filed Thursday added three additional counts. If convicted, Carter faces up to 15 years in prison for one count of child sex tourism and up to 30 years in prison for each of the other counts.

Carter's federal public defender did not immediately return messages Friday from The Associated Press.

Carter had run the school in the Haitian capital Port-au-Prince since the mid-1990s, and he regularly traveled between the Caribbean country and the U.S. to fundraise, according to court documents.

Fourteen boys currently live at the center full-time, and three others live there on the weekends, the documents said.

Most of the boys' families sent them to Carter's center to receive support and educational opportunities that they could not afford, while other boys were orphans, U.S. Immigration and Customs Enforcement Special Agent Alvaro Flores wrote in a May 4 criminal complaint.

Carter engaged in illicit sexual conduct with at least eight former and current students from the mid-1990s through April, according to the criminal complaint. He allegedly forced the students to engage in sexual acts in exchange for gifts, money or continued care.

"This defendant preyed on innocent Haitian children living in severely depressed conditions, making his conduct particularly deplorable," said U.S. Attorney Wilfredo Ferrer in a statement Friday. "Rather than using Morning Star as he promised — to administer aid and provide sanctuary to needy children — he used the center to manipulate, abuse and sexually exploit them."

One of the students told investigators that the sexual abuse continued for six years, beginning when he was 10. The student said Carter stopped buying him clothing, shoes and books when, at age 16, he refused to perform any more sexual acts on Carter, Flores wrote in the complaint.

Another student said that Carter would threaten to send other boys back to their families and poverty if they refused to perform sexual acts with him, Flores wrote. Yet another student reported Carter beating him with a stick when he refused Carter's instructions for sexual acts.

The young men who spoke with the AP have been living outside the center in tents since May when U.S. and Haitian authorities locked its doors. One 22-year-old man told the AP he was sexually abused by Carter but declined to elaborate. Another said he was among the boys Carter invited into his bedroom.

The sexual activity wasn't a secret, the men said.

"I knew what was going on but couldn't do anything," said the 22-year-old man, who moved in with Carter nine years ago. "He did a lot for me. He put me in school. If he gives me money, I wouldn't give anything back."

The Associated Press generally does not identify victims of alleged sexual abuse.

A friend of Carter's, Bertha Wiles of Brighton, Mich., 50 miles west of Detroit, said Carter spent most of his time in Haiti and rarely visited Michigan.

"The Lord spoke to our hearts and we take him in whenever he visits," Wiles, 70, said. "The FBI guys came to our house. This is all a lie. This man would never do that. I don't care what they try to put on him. There's just a whole bunch of things that are not true."

Carter's trial is scheduled to begin July 5.

___

Daniel reported from Port-au-Prince, Haiti. Associated Press writer Ed White in Detroit contributed to this report.


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Apple Gives Back-to-School Promotion a Mac App Store Twist (Mashable)

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Apple launched its back-to-school promotion Thursday, offering students a $100 gift card for the Mac App Store when they purchase a new Mac. The promotion runs from June 16 through September 20. International Apple Stores are also taking part in the promotion, offering users gift cards in local currency (75 Euros, £65, etc.).

[More from Mashable: 10 Stunning iPhone Bird Photos]

Apple does a back-to-school promotion every year, usually giving students a free iPod (or in recent years, an iPod touch) after mail-in-rebate, with the purchase of a new Mac.

College students, students accepted to college, their parents and faculty and staff members at any grade level qualify for the promotion. Apple also offers educational discounts ranging from $50 to $200 off the retail price on Mac products. The promotion is good at Apple Stores, the Apple Online Store for Education and authorized Apple campus stores. A full list of terms and conditions can be found at this page [PDF].

[More from Mashable: New MacBook Air Coming Late June [REPORT]]

Apple isn't the only company with a back-to-school promotion. Microsoft is giving college students a free Xbox 360 with the purchase of a Windows PC priced $699 or higher.

It's telling that Apple is switching its promotional tactics to the Mac App Store. The store soft-launched in January and is already proving successful for software developers. When Mac OS X Lion comes out next month, it will be available exclusively through the Mac App Store. All customers who purchase a Mac before Lion's release will be able to download the latest OS for free.

This story originally published on Mashable here.


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Joplin school district tries to rebuild, reinvent (AP)

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JOPLIN, Mo. – The twister that laid waste to much of Joplin last month hit the school system especially hard: It killed seven students and one teacher and destroyed three school buildings, including the only public high school. Seven other buildings were badly damaged.

Now officials are trying to put the crippled district back in order, with only a couple of months to get everything working again before the fall term begins. Many classes will have to meet in vacant buildings. There are also computers to order, furniture to replace, water-logged lesson plans to rewrite — even dirt-encrusted books to salvage.

And the effort goes beyond accommodating students and teachers. In the aftermath, the resurrection of Joplin High and other public schools has become a rallying point for the whole community.

At the debris pile that used to be the high school, someone used duct tape to turn a sign missing all but two letters from "OP" into ""HOPE." In front of that sign are three wooden eagles — the school mascot — carved by a Tennessee artist from the remnants of oak trees that were sliced in two and stripped of their bark by the nation's deadliest single tornado in six decades.

"Her feathers are ruffled, but she's not dead," reads a nearby spray-painted, cardboard sign.

Barely three weeks after the storm, summer school began last week. More than 1,600 elementary school students alone enrolled — almost double the number from last year. The district added an extra month of classes for a session that was initially scheduled to end in early July. And unlike previous years, it's offering free transportation.

"These children don't have a home to live in," said Irving Elementary School Principal Debbie Fort, whose school was one of those destroyed. "Parents know they need to get a routine back. Their lives have been turned upside-down."

Because so many buildings were damaged or destroyed, half of the high school students will attend classes in an empty big-box store. Many middle school kids will go to a vacant warehouse in a far-flung industrial park. Some administrators will take over an old office of the state transportation department.

Signs of the tornado are visible even in schools that escaped any damage. At Stapleton Elementary, boxes of library books rescued from damaged buildings sit piled outside the main office. A 7-year-old boy matter-of-factly explains to a visitor why he's on crutches — a piece of wooden shrapnel pierced his calf, requiring emergency surgery and a week in the hospital.

The twister killed more than 150 people. Immediately after the storm, Fort searched for missing teachers. Even now, two displaced families, including one of her faculty members, are staying at her home in nearby Webb City.

Yet for the most part, the rhythm of the school day is unchanged. For many students, the classroom offers a respite from troubles at home.

"The kids are just relieved to be back at something peaceful," teacher Isaiah Basye said. "It gives them hope, to see that we're not letting the tornado change us. We're still here with open arms. This place is a haven."

The tornado forced school officials to end the spring term nine days early. Administrators have promised that fall classes will begin on time Aug. 17, and they have found alternate sites for each of the damaged or destroyed buildings.

At Junge Field, the high school football team has started practice. Its stadium was unharmed, but its practice field and weight room were both a total loss. One team member remains hospitalized. Others have yet to return after they were scattered to temporary living arrangements with friends or faraway relatives.

New coach Chris Shields lost the rental home into which he had moved some belongings even before relocating to Joplin from suburban St. Louis. Seventy students attended the first day of practice, fewer than the 85 he expected.

"When your home is destroyed, football is not always your top priority," Shields said.

Defensive end Jarad Bader said he and his teammates feel an added sense of responsibility to represent Joplin on Friday nights this fall.

"We don't really feel like we need to say, `Win for Joplin,'" he said. "We know inside that Joplin is helping us. It's time for us to help Joplin."

Said free safety Evan Wilson: "It's kind of understood. We have a lot of weight on our shoulders."

With the loss of Joplin High, which served 2,200 students, school leaders say they want to do more than merely rebuild. They envision a state-of-the-art structure that could establish Joplin not as a district scarred by disaster but as a center of innovation.

School administrators invited a panel of education leaders to a wide-ranging discussion of how the new Joplin High can emerge better than ever. Among the goals: more one-on-one learning and increased collaboration with the adjacent Franklin Technology Center, a vocational training site that was also destroyed.

"We need to let ourselves be free to dream," Assistant Superintendent Angie Besendorfer said. "It's really hard. We're living with the reality of what happened. You almost have to give yourself permission to move past the really horrible, horrific things."

Those discussions were already taking place before the tornado, Besendorfer said. But now they have moved from hypothetical to urgent.

"This tornado accelerated that process — in about 45 seconds," she said. "We had already dreamt about `what if?' Now, it's very much `what's next?'"

___

Alan Scher Zagier can be reached at http://twitter.com/azagier


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2011年6月25日星期六

Michigan to take over Detroit's worst schools (Reuters)

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DETROIT (Reuters) – Detroit's poorest-performing schools will be placed in the hands of a new statewide authority next year, the latest attempt to turn around one of the worst education systems in the nation.

Michigan Governor Rick Snyder announced on Monday that a new authority, dubbed the Education Achievement System, will operate the lowest 5 percent of schools in Michigan.

Emergency manager Roy Roberts told reporters that the program will start with about 45 failing schools in fall of 2012 and expand to others the following year.

Thirty-four schools are currently eligible for the program, a spokeswoman for the Detroit Public Schools said.

Snyder, along with Roy Roberts, emergency manager for the Detroit Public Schools, announced the move at a press conference at a Detroit high school on Monday. U.S. Education Secretary Arne Duncan joined by teleconference.

Many details are still being finalized, but local and federal officials stressed the urgency for sweeping reforms in Michigan and in particular Detroit.

"We're fighting to save the city of Detroit," Duncan said. "We are all united in a desperate need to get better faster."

The head of Detroit's teachers union said the group was in agreement with many of the objectives of the program, but important questions about funding and resource allocation needed to be answered.

"You can't argue against the concept, but the devil is in the details," said Keith Johnson, president of the Detroit Federation of Teachers. "How are they going to do it?"

Johnson said his main criticism of the plan was that the union was not involved earlier in the planning stages.

Snyder also launched a private fundraising program to give all Detroit public high school graduates financial resources to attend at least two years of college or a career training school in Michigan.

Snyder and Roberts declined to say how much this program would cost. They said they hoped to expand resources to be able to fund four years of higher education.

"It is really about reinventing Detroit and doing it as a team effort as a starting point and then taking that success throughout all of Michigan," Snyder told reporters.

Over five years the authority can reach 5 percent of Michigan's 4,000 public schools, or 200. Principals, teachers and staff will have direct school control rather than central administrators, Snyder said.

Roberts will serve as chair of the executive committee of the system during its startup.

"For Detroit to be successful, it depends on having successful schools," Snyder said.

The system will be independent, but established through an agreement between Detroit Public Schools and Eastern Michigan University. Its 11-member board will have seven appointees by the governor, two by Roberts and two by Eastern Michigan.

Roberts said Michigan has 92 persistently low achieving public schools, with 45 in Detroit.

Successful Detroit schools will stay in the district and the $327 million deficit will be eliminated over five years in part by issuing debt, Roberts said.

The Detroit schools will continue to manage district property, debt service management and receive local tax revenue.

Roberts said the goal was to ensure that one-third more of the dollars are spent in the classroom, rather than on central administration.

Principals will have direct power to hire teachers, who will continue to have the right to unionize. Schools will stay in the system until they show marked student progress and then will have the right to remain or return to their district.

"By virtually any measure, Detroit is frankly at the bottom of the barrel," Duncan said in his remarks.

(Additional reporting by David Bailey; Editing by Greg McCune)


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Worst of Detroit schools to be moved to new system (AP)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

DETROIT – The worst of Detroit's schools will be pulled out of the district — which the nation's top education official calls the "bottom of the barrel" — and placed in a new system that gives principals and staff more control over spending, hiring and improvement efforts, state officials announced Monday.

The overhaul is meant to help address problems in a debt-plagued district where nearly one in five students drops out. While the Detroit Public Schools has had a state-appointed emergency financial manager for two years, the current one said there's only so much that can be done without more radical change.

"The system is broke and I can't fix it, and you can't fix it," Roy Roberts said at a news conference where he and the governor announced the plan.

As many as 45 schools could be moved to the new system in the fall of 2012. Principals will be in charge of hiring teachers, and they and their staffs will handle day-to-day operations.

The new system won't have a central administration, and after the Detroit school board gave Roberts' predecessor problems, it won't have one of those either. Instead, oversight will come from a public-private authority with an executive committee chaired by Roberts. With layers of management cut out, Republican Gov. Rick Snyder said he expects more money to flow directly into the schools.

Eastern Michigan University is partnering with Detroit on the plan and will train teachers hired at the new system's schools.

If the plan works, it could be expanded to other troubled districts in Michigan. It is partly modeled on New Orleans, where most public schools were taken over by the state after Hurricane Katrina ravaged the city in 2005. Louisiana, in turn, handed many of the schools over to independent charter organizations. Standardized test scores released last month showed modest improvements in the number of New Orleans students with the skills needed to move to the next grade. For example, 64 percent of the restructured schools' fourth-graders were ready for promotion this year, compared to 58 percent last year.

Detroit students consistently score well below state averages on standardized tests, and thousands have fled to suburban schools and charters inside and outside the city. The district's enrollment has dropped from 104,000 in 2007 to 74,000 this year and is projected to bottom out at 56,000. And, with a $327 million budget deficit, improvement has been slow.

"By any measure, Detroit is at the bottom of the barrel as far as education," U.S. Education Secretary Arne Duncan said via webcast during the news conference.

"We're not trying just to save children and the public school system, we're trying to save the city of Detroit," he continued. "The city has no viable future if the status quo is allowed to stand."

Keith Johnson, president of the Detroit Federation of Teachers, said he spoke with Roberts about the new plan Sunday, and it appears Roberts and Snyder are willing to work with the union to get this done.

"The concept we can't argue with," he said. "We have to accept the fact that we have to narrow the achievement gap."

Schools in the new system will have longer school days and longer academic years. The plan's promise of stepped up academics and stronger teachers should appeal to parents, said Sharlonda Buckman, executive director of the Detroit Parent Network, which works with Detroit schools to improve parent involvement.

"We've seen many plans before," Buckman said. "What makes the school is not necessarily the system. It is the high-quality teachers. It is the high-quality leaders, and it is highly involved parents across the city to take ownership of their children — and maybe even a few more — that makes great schools."

Meanwhile, more than 20 of Detroit's 141 public schools are slated to close in the next two years to save money as enrollment drops. Roberts said he hopes to sell bonds to reduce much of the district's current debt and then pay those off over time.

Snyder also announced Monday the creation of a program to raise money to help Detroit students attend college. It would be modeled after the anonymously funded Kalamazoo Promise program, which provides scholarships for that city's residents to attend state universities and community colleges.


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Ask College Officials About Graduation Rates (U.S. News & World Report)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

While the focus in your college search is on finding and getting into colleges that represent good "fits" for you, now is also a good time to begin assessing the manner in which you will be supported in achieving your educational goals. After all, what better way to gauge the extent to which you will be valued in a given academic environment than to determine that place's likely investment in your success? As you visit college campuses, then, be prepared to ask following questions.

-- "What is your graduation rate?" In other words, "how many of your students finish what they start?" This is important because you want reasonable assurance that, given the opportunity, you will graduate. Not everyone will and a college's graduation rate is a good indication of its support of students as they navigate the ups and downs of the college experience.

-- "What is your graduation rate in four years?" In asking this question, you make sure you are talking the same language with the person you are questioning--and college personnel might not be quick to make the distinction. Whereas you might have four years in mind when you ask the question, the answer you get might reflect a six-year reality. You want an accurate measure of your likely investment and each year beyond four that it takes to graduate adds up quickly.

[Explore the U.S. News guide to college tours.]

-- "What is your first-to-second year retention rate?" If students have difficulty academically, it is most likely to manifest itself in the first year of college. Many colleges invest in transitional programs (first-year seminars, special housing units, advising programs) that help students acclimate to the new academic, social and personal pressures they are bound to experience. A high retention rate (90 percent and higher) is a good indication that such programs are in place.

-- "What are the opportunities for independent study and internships?" A big part of your success upon graduation will be owing to the opportunities you have as an undergraduate to test the information to which you are exposed. Look for evidence that a college will give you the opportunity to develop your skills of inquiry and critical analysis.

[Consider more questions to ask on a college visit.]

-- "Who will advise me in course selections? How about for graduate school applications?" One of the reasons students might find themselves on the five or six-year "plan" is that they fail to make appropriate course selections along the way. Similarly, they are left to their own devices in applying to graduate schools or professional degree programs. Good advising helps reduce the randomness that is often seen in course selections and lends insight/direction to post-graduate planning.

-- "In my program of interest, what are the outcomes for graduates over the last five years?" You know the college offers the major your want, but what happens to the students who have completed its requirements? What is the acceptance rate into graduate schools and Ph.D. programs? Where have graduates been hired? What is their average salary?

-- "What post-graduate networking opportunities are available to your students?" When it is time to graduate, will you be on your own in finding employment or will you be able to take advantage of on-campus, off-campus and online networking? Many colleges provide career counseling, access to job fairs and mentoring opportunities with alumni. You still need to take advantage of them, but it is good to know that the opportunities will be available to you.

As you ask these questions, don't settle for conversational answers. Instead, insist on seeing organizational charts, advising plans, event calendars, and outcome data. Although it might not be present in recruitment materials, this information is available. Considering what is at stake, you have every right to see it.

Finally, create a spreadsheet on which you can track the information you receive for each of the colleges that are of interest to you. Then, draw your own conclusions about which will support you most effectively in reaching your goals.


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Hispanic, white achievement gap as wide as in 90s (AP)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

MIAMI – The achievement gap between Hispanic and white students is the same as it was in the early 1990s, despite two decades of accountability reforms, according to data released by the U.S. Department of Education on Thursday.

Performance on the National Assessment of Educational Progress shows the gap narrowed by three points in fourth- and eighth-grade reading since 2003, a reduction researchers said was statistically significant. But the overall difference between them remains more than 20 points, or roughly two grade levels.

"Hispanic students are the largest minority group in our nation's schools. But they face grave educational challenges that are hindering their ability to pursue the American dream," Education Secretary Arne Duncan said.

The data comes as Congress struggles to reform No Child Left Behind, the broad, encompassing act President George W. Bush signed into law in 2002. The law put a renewed focus on minority students, requiring states to develop tests that would show how well they and other students were performing.

Data previously released on black students shows while significant gains have been made over the last two decades, the gap with white students remains wide.

Researchers say the impact of No Child Left Behind on the achievement gap is difficult to assess because it affects all students and is just one of many factors that would influence their success. However, long-term data shows the sharpest drops in the achievement gap were seen in the 1980s, a period in which gains from the civil rights movement, like higher levels of maternal education and better jobs for black families, were seen.

After that, the achievement gap between white, black and Hispanic students largely increased before narrowing again at the end of the 1990s.

Jack Jennings, president of the nonprofit Center on Education Policy, said No Child Left Behind it is a factor in the limited progress.

"Students are doing better, because both white and Latino students are going up in test scores, and black students as well," Jennings said. "It's not a downward spiral. It's a situation where we've made progress, we just wish we could make more progress faster."

The law required states to develop tests and set goals to bring students to proficiency in math and reading. It also requires interventions, at their most severe, school closures, if students repeatedly failed to meet those benchmarks.

"I would say it's not so much the fault of the accountability system," said Amy Wilkins, vice president for government affairs at The Education Trust. "I think of the accountability system as a thermometer. It tells you where you are, but it's not the thermostat that's going to drive change. It's making sure they have stronger curriculum, good teachers, higher standards."

Sandy Kress, who served as an education adviser to President George W. Bush in the passage of No Child Left Behind in 2001, said there is evidence that accountability practices have had a positive impact on student performance, including recent Census data that shows a higher percentage of young Hispanic adults finishing high school. The number attending a two-year college has also nearly doubled over the last decade.

"Consequential accountability led to dramatic gains for students, dramatic gains, including Hispanics," Kress said.

The report showed the gap between fourth-grade Hispanic and white students was 21 points in math in 2009. At grade eight, the gap rises to 26 points. The gap was similarly wide in reading — 25 points in fourth grade and 24 in eighth.

Compared to 2007, scores increased slightly or stayed the same, and the achievement gap was not considered statistically significant. Compared to 2003, the gap was the same for fourth grade Hispanic and white students in math, and slightly smaller in eighth grade and for both grades in reading.

Richard Rothstein, a research associate at the Economic Policy Institute , a nonpartisan think tank, called the data on Hispanic students meaningless because it puts students from vastly different backgrounds — first generation Latino students entering the U.S. school system in the middle of their education, for example, with third generation children who are highly assimilated. The data released by the Department of Education is not separated by generation or a parent's country of origin, though it does distinguish between Hispanics who are English language learners and those who are not.

The gap between white students and Hispanics who are not English language learners has declined from 24 points in 1998 to 15 points in 2009 in fourth grade reading. In contrast, the gap between white fourth graders and Hispanic English language learners was 44 points.

Rothstein noted that there has been a remarkable reduction in the achievement gap between black and white students since 1990. The average black student today performs better than about 85 percent of black students 20 years ago, he said.

"I really don't think you can expect a faster rate of achievement," he said.

Still, he said improvement was more rapid before No Child Left Behind.

"I think it's done great harm by narrowing the curriculum and creating incentives for a terribly distorted, excessive focus on basic skills," he said.


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Student visa program: New rules, same problems (AP)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
By HOLBROOK MOHR and MITCH WEISS, Associated Press Holbrook Mohr And Mitch Weiss, Associated Press – Mon?Jun?20, 5:05?pm?ET

JACKSON, Miss. – The State Department is publicly acknowledging that one of its most popular exchange programs leaves foreign college students vulnerable to exploitation, but it's unclear if new regulations the agency is pushing will do enough to stop the abuses.

The revised rules aim to shift more responsibility onto the 53 entities the department designates official sponsors in the J-1 Summer Work Travel Program. Historically, many sponsors have farmed out those duties to third-party contractors, making the sponsors "mere purveyors of J-1 visas," according to the State Department's proposed new rules published this spring in the Federal Register.

Federal auditors have criticized the department for years for depending on sponsors, some of whom make millions of dollars off J-1 students, to oversee the program and investigate complaints. Yet the new regulations would require little or no direct oversight by State Department employees, leaving sponsors free to continue policing themselves and their partners.

The changes are to take effect July 15, too late for thousands of students already in the country for another season of cleaning hotel rooms, waiting tables and working checkout counters.

Students visiting under J-1 visas make ideal victims since they are here temporarily and may not know how to seek help. An Associated Press investigation published six months ago found that many participants paid thousands of dollars to come to the U.S., only to learn the jobs they were promised didn't exist. Some had to share beds in crowded houses or apartments, charged so much for lodging and transportation that they took home no pay. Others turned to the sex industry, while some sought help from homeless shelters.

In posting the proposed new rules, State Department officials detailed problems that largely mirrored the AP's findings, then blamed lack of oversight by the sponsors, and expressed confidence the changes will help clean up the program, partly by requiring sponsors to verify that students have jobs and that the employers are legitimate.

A review of the new regulations shows they have few teeth, however. While the changes spell out how sponsors are to vet third-party brokers and how often they are to touch base with visiting students, the rules are vague on how vigorously the State Department will check to verify those duties are done.

The proposed rules call for sponsors to compile reports, including background checks, on overseas brokers who put students in touch with them, and to submit those reports to U.S. consulates. The department also will conduct a spot check of the biggest sponsors.

But the agency has just a handful of employees who keep track of this and other foreign exchange programs, which handle more than 300,000 participants, according to the Economic Policy Institute, a nonpartisan think tank that plans to publish a report on the program.

While the State Department acknowledged that housing and living conditions have been a problem, there's nothing in the new regulations that addresses oversight of those issues. The revised policies also contain no mention of penalties if sponsors are found lacking.

State Department spokesman John Fleming said rules already on the books allow sanctions ranging from written reprimands to revocation of sponsors' designations.

But the department also acknowledged that no Summer Work Travel sponsor has ever been removed from the program for its treatment of students, despite years of complaints of exploitation and deplorable living and working conditions, according to documents obtained by the AP. And only a few sponsors have ever been reprimanded, according to the State Department.

"You can have all the rules and the regulations in the world, but if you don't have enforcement, the rules are worthless. They're not worth the paper they're written on," said George Collins, an Okaloosa County, Fla., sheriff's inspector who has been complaining to the State Department for 10 years about the problems.

Prompted in part by the AP project and by complaints from visiting students, the House Judiciary Committee's immigration subcommittee had planned a hearing on the program Wednesday, but the hearing was postponed.

The Summer Work Travel Program allows foreign college students to live and work in the United States for four months. It brought more than 130,000 men and women to the United States last year alone.

Participation has increased dramatically over the last decade, but so have the problems. In one of the worst cases unearthed by the AP, at least two J-1 students from Ukraine were beaten and forced to work in strip clubs in Detroit. One said she was raped by her captors.

"This is a dangerous program because the State Department has outsourced its oversight role to the program sponsors and employers who hire the participants," said Daniel Costa, an immigration policy analyst who is working on the Economic Policy Institute's report.

State Department officials insist the "safety and well-being of all J-1 exchange participants is our top priority," and note that the vast majority of visitors under the sprawling program enjoy their stays and return home with little trouble.

The new regulations also promise closer scrutiny of participants from several nations, including Belarus, Bulgaria and Russia, that are "known sources of the types of criminal activity that the State Department wishes to avoid," according to the Federal Register. Students have been used to launder money stolen from U.S. banks, and women forced into the sex industry through the J-1 program often come from Eastern Europe.

The State Department, again shifting blame, said in the Federal Register that it wanted to publish the proposed rules changes sooner but waited after sponsors complained they had already signed contracts to provide workers this season to resorts and other employers.

"Inadequacies in U.S. sponsors' vetting and monitoring procedures contribute to potentially dangerous or unwelcomed situations for these participants," the State Department said in the Federal Register. "This past summer the Department received a significantly increased number of complaints from foreign governments, program participants, their families, concerned American citizens."

Yet the AP found that while law enforcement and others had complained to the State Department for years about abuse in the J-1 program, the agency didn't start tracking complaints until last year — after the AP asked for the documents in a Freedom of Information Act request. Once the agency began keeping a log of complaints, the list quickly grew into the dozens, according to documents the AP obtained through the Freedom of Information Act.

The AP investigation found abuse of hundreds of students in more than a dozen states. More recently, the AP obtained emails between several Thai students and their sponsoring organization, the International YMCA, based in New York. The emails said 12 foreign students were each paying $400 a month — a total of $4,800_ to live in the Florida Panhandle in a mobile home infested with cockroaches and rodents.

The Thai students complained to U.S. Rep. Jeff Miller, R-Fla., saying they were afraid of a third-party labor broker, Ivan Lukin, who arranged for their housing and jobs. They said Lukin threatened them with deportation when they complained, and that the State Department and the International YMCA did little to help them.

"We are afraid of Mr. Lukin and fear for our personal safety, but the YMCA has dismissed our concerns, even after we have informed them of our fears," one of the students wrote to Miller.

When the AP asked about Lukin, the State Department said in an email the agency cuts ties with people or businesses that violate established procedures. Yet Florida police warned the State Department as far back as 2007 that Lukin was subjecting students to crowded living conditions in violation of housing codes, according to emails obtained by the AP. There also were concerns the students weren't being paid.

Lukin declined to comment about the allegations. He said he would only answer questions by email. The AP sent him questions, but he didn't respond.

At first, the YMCA said "a small number of participants from Thailand who Lukin had placed" complained to the State Department and the Thai embassy, rather than with the YMCA, and that those complaints "were not related to health or safety issues."

When the AP produced an email to the YMCA showing the students complained about their health and safety, it agreed there were problems and said it would look into the situation.

"We take the students' allegations very seriously and have asked outside consultants to undertake an independent and comprehensive investigation so that we can fully determine the facts," said Ellen Murphy, the Y's spokeswoman.

That includes an "immediate and comprehensive review of the International's Y's dealings with Lukin," she said.

The State Department is accepting public comments on the proposed rule changes through June 27.

___

Weiss reported from Charlotte, N.C.

___

Online:

Proposed new regulations: http://bit.ly/kqyhzk


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Ex-Conn. school dean gets prison for sex assaults (AP)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

LITCHFIELD, Conn. – A former dean at an exclusive Connecticut boarding school was sentenced Friday to 9 1/2 years in prison for sexually abusing four students, after one of the victims and relatives of others testified about how their lives were turned upside down by the crimes.

Robert Reinhardt, 46, former dean of The Gunnery school in Washington, Conn., was handcuffed and led out of the courtroom as members of the audience cried and hugged. Reinhardt had apologized before Litchfield Superior Court Judge Charles Gill sentenced him, but it was unspecific and was taken as insincere by the prosecutor and some in the crowd.

Reinhardt only said, "I'm sorry for all the events that have occurred." In April, he pleaded to three counts of second-degree sexual assault and one count of risk of injury to a minor under the Alford doctrine, in which defendants dispute the allegations but admit there's enough evidence to be convicted.

After prison, Reinhardt, of Telford, Pa., will be on probation for 30 years and must register as a sex offender for 10 years. He will also be barred from having unsupervised contact with children and from working where children are present.

One of the victims testified that he was 16 years old when he began a secret two-year relationship with Reinhardt around 2002. He said he was one of the vulnerable youths Reinhardt preyed upon. At the time his mother was dying of cancer.

The man, who is gay, said Reinhardt threatened to tell others about his sexuality and warned that his grades would suffer if he told anyone about the relationship. The victim's name wasn't disclosed, and The Associated Press does not identify sexual assault victims in most cases.

"He's taken so much youth, passion and life from so many," the man said. "I'm a changed man because of this, and not for the better."

He then glared at Reinhardt, who continued looking straight ahead at the judge.

Reinhardt resigned from the school in June 2009 after the allegations surfaced and was arrested two months later. He had been on the faculty since 1996 and was named dean in 2006. Authorities said the assaults occurred mostly at Reinhardt's on-campus apartment and included various sex acts, but not forcible rape.

A mother of another victim testified that her son endured death threats and other nasty online messages as word of his allegations made the rounds. Reinhardt was a popular figure at the 161-year-old school in the western Connecticut hills where tuition is $40,000 a year. The mother said friends and faculty distanced themselves from her son and blamed him for what they thought were untrue charges.

She also said that during the investigation, her son had to look at police photographs of "trophies" found in Reinhardt's on-campus apartment, including 18 pairs of boy's underwear.

"I've seen a personality change in my son," she said before starting to cry. "He may say he's happy or he's sad, but I think for the last two years, he's been in a state of numbness."

Other victims have told officials that the abuse left them with psychological problems, including suicidal thoughts, traumatic memories and the inability to trust others. Susan Smith, a lawyer for three of the four victims, said one of her clients attempted suicide last spring.

She called Reinhardt a "polished and practiced sexual predator" who should never be allowed around children again.

Robert Reardon, a lawyer for the fourth victim, said Reinhardt molested his client more than 70 times during visits to Reinhardt's apartment three to four times a week. Reardon said the victims in the case are upset that Reinhardt hasn't confessed.

Reardon's client has dropped out of high school and continues to undergo counseling.

"My client has permanent scars. My client will never recover from what he has been put through," he said.

Gill told Reinhardt's victims that they didn't do anything wrong.

"There's nothing I can do to undo the harm to everyone," Gill said.

Three of the victims have lawsuits pending against Reinhardt and the school.

Senior Assistant State's Attorney Terri Sonnemann said that while she wanted to see a longer prison sentence for Reinhardt, she was glad the victims didn't have to testify at a trial.

"Four young men can now move forward," she said. "There is hope. There has to be."


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Idaho schools chief goes rogue on No Child Left Behind (The Lookout)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

Idaho's top schools official Tom Luna has informed Education Secretary Arne Duncan that his school is opting out of key parts of the federal No Child Left Behind law. Luna blasted Congress for refusing to update the nine-year-old law in his letter.

"This inability of Congress and the Administration has left states in a parallel universe, where we are being forced to try and reconcile an inefficient, outdated law with bold, innovative paths toward raising student achievement," he wrote. "We can no longer financially afford to do both. Since Congress and the Administration are not going to act immediately, states will take the lead."

Duncan has warned that if the law isn't changed, 80 percent of the nation's schools will be labeled failing. (A recent study suggests the figure will be lower.) One hundred percent of students are expected to display proficiency in math and reading tests by 2013 under the law. Though there's bipartisan consensus No Child Left Behind needs to change, nothing much has happened on the re-authorization front.

As EdWeek's Michelle McNeil points out, states can ask for waivers from the federal government to get out of meeting the law's testing standards, but Luna is deliberately bypassing that to directly flout the law. Duncan himself has said he wants to grant broad waivers to states if Congress doesn't alter the law, so it's unclear if Luna's move will be met with the same federal retaliation as it would have in the past.

Luna has pushed through a sweeping package of reforms this year, eliminating teacher tenure and equipping every high school freshman with a laptop and a mandate to take online courses.

(Luna: AP/Jessie Bonner)


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Wikipedia Gradually Accepted in College Classrooms (U.S. News & World Report)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

In 1775, Paul Revere boisterously rung bells to warn colonists of an impending influx of British soldiers.

Actually, he didn't. But anyone who visited the Wikipedia page dedicated to Revere earlier this month may have thought that to be the case. The erroneous addition was made in the wake of former Alaska Gov. Sarah Palin's flummoxed ramblings regarding the famed colonist that were caught on camera and soon went viral. Though the additions to the Wikipedia entry--likely added by a supporter to give credence to Palin's claims--were soon removed by Wikipedia's editors, the instance highlighted the problem inherent in Wikipedia's crowd sourcing nature: Errors, though they may be caught, can still be posted, viewed, and absorbed by impressionable minds.

[See how social media is influencing students' use of slang.]

This is precisely why college professors almost universally bar students from citing any information they glean from the site, despite the fact that it was the fourth most visited destination on the Internet in 2010, according to Google. That's not to say the site is blackballed among the academic community; some professors at schools such as Georgetown University and Virginia Tech have asked students to write their own wikis in lieu of traditional research papers. However, despite its size and omnipresence in modern culture, Wikipedia hasn't attained status as a trusted source of information in academia--and it likely won't soon.

"As an open source that is not subjected to traditional forms of peer review, Wikipedia must be considered only as reliable as the credibility of the footnotes it uses," says Maurice Hall, associate professor of communication and culture at Villanova University. "But I also tell students that the information can be skewed in directions of ideology or other forms of bias, and so that is why it cannot be taken as a final authority."

Wikipedia is gaining some traction in college classrooms. Many professors encourage their pupils to use the site as a catalyst for their research, claiming the footnotes can serve as valuable primary sources that can be cited in their own work, or at least might provide a stepping stone to such a source. "I do not permit my students to cite Wikipedia as a source," says Karl Kehm, associate professor of physics at Washington College. "[However], I do encourage them to use it as one of many launch points for pursuing original source material. The best Wikipedia entries are well researched with extensive citations."

[See 5 unique uses of Twitter in the classroom.]

More than 20 colleges are stepping up to help Wikipedia's editors clean up errors. Three faculty members and more than 80 students at James Madison University, for instance, are working in collaboration with Wikipedia's nonprofit parent organization--the Wikimedia Foundation's Public Policy Initiative --to broaden and correct articles on topics ranging from energy policy to integrated science that are directly applicable to the professors' classes.

Despite the still-strong stance among the academic community against Wikipedia's formal inclusion in the classroom, many professors' aversions to the site have softened in the decade since its inception in 2001. Peter Shulman, assistant professor of history at Case Western Reserve University, for one, feels it's an acceptable source for basic facts, like the precise date that Virginia seceded from the Union, but shouldn't be referenced if a student wants to know the motives that sparked the succession.

"I was categorically against my students using it altogether. I would explain that there are simply better, more trustworthy places to find information," says Shulman. "Now, I'm more open to what Wikipedia offers. Saying it's off-limits won't stop students from using it, so I've switched to helping students understand when it's useful and when it's not."

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Arizona schools chief says Tucson program violates law (Reuters)

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在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

TUCSON (Reuters) – Arizona's superintendent of schools said on Wednesday a controversial ethnic studies program in Tucson public schools violates new state law and he threatened to cut off $15 million in funds for the district.

Schools chief John Huppenthal gave the Tucson Unified School District 60 days to prove that it had followed the law -- which forbids promoting resentment of an ethnic group or advocating ethnic solidarity, or programs designed primarily for students of one ethnicity.

"The Tucson Unified School District Governing Board failed to comply not only to state statutes, but with its own adopted policies on curriculum development and its text and materials approval process," Huppenthal said in a written release.

The school board created the ethnic studies program 13 years ago during a 30-year federal desegregation order issued after minority students and staff claimed racial discrimination.

A judge lifted federal oversight in 2008.

The Mexican-American Studies Program, which offers alternatives to traditional history, literature, social justice and art classes, ensures those students will not be excluded again, said Deyanira Nevarez, director of Save Ethnic Studies, a group that has organized supporters of the program.

School board President Mark Stegeman had no comment Wednesday. The board will schedule a meeting in coming days to discuss the legal matter in closed session, he said.

Controversy erupted over the program in January, when the law went into effect.

On his last day in office, Tom Horne, the outgoing state superintendent who is now the state attorney general, deemed the program illegal. Huppenthal then hired a consultant to determine its legality.

Emotions have run hot over the issue.

In May, several students took over the board seats at a meeting and refused to leave until after midnight. There were no arrests.

A week later, at another board meeting, more than 100 police were in attendance, either inside or outside, and a police helicopter hovered overhead.

(Editing by Dan Whitcomb and Jerry Norton)


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Hispanic-white achievement gap still wide in education: report (Reuters)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

WASHINGTON (Reuters) – The Hispanic-white educational achievement gap has remained wide over the past two decades, according to a new report by the Department of Education's statistical center that a Department statement calls "sobering."

The report released on Thursday by the National Center for Educational Statistics showed that since the 1990s, scores in math and reading for Hispanic students have increased but the gap between Hispanic and white students on the National Assessment of Educational Progress has persisted.

"Race and ethnicity shouldn't be factors in the success of any child in America," said U.S. Education Secretary Arne Duncan in a statement. "(Hispanic students) face grave educational challenges that are hindering their ability to pursue the American dream."

The NCES compared data on the achievement gap between Hispanic and white public school students in grades 4 and 8 at the national and state levels over the past two decades to 2009, the most recent assessment year.

The national average of achievement gaps between Hispanic and white students at grades 4 and 8 in mathematics and reading is roughly 20 points on the 500-point NAEP scale, according to the report.

Hispanics are the fastest-growing population in the United States, and Hispanic students are now the largest minority group in U.S. schools. From 1990 to 2009, the national Hispanic student population increased from 6 percent to 22 percent at grade 4, and from 7 percent to 21 percent at grade 8, according to the report.

Pew Hispanic Center Associate Director Mark Lopez said that by their projections, Hispanics will comprise 30 percent of the nation's population by 2050. According to Lopez, one of every five of those at school-going age is Latino.

"The number one issue Latinos are concerned about is education -- above jobs, health care, and immigration," said Lopez, noting a Pew survey from fall 2010.

SMALLER GAPS

Five states and districts had smaller-than-average achievement gaps in both subjects and grades: Department of Defense Education Activity schools, Florida, Kentucky, Missouri and Wyoming.

Two states -- Connecticut and California -- had a gap larger than the nation for both grades in math, and for grade 4 reading.

Delia Pompa, senior vice president for programs for the National Council for La Raza, said that such factors as poverty, low expectations and language hit Hispanic students hard and contribute to the persistence of the achievement gap. The NCLR is the largest Latino advocacy organization in the country.

"We don't have a choice as a nation," said Pompa. "As this population is larger and then also becomes a larger part of the workforce, it's important for everybody that these children be educated well and be prepared to be productive workers and citizens."

The report included just short of all 50 states at each grade and subject. Some states, like West Virginia, did not have enough Hispanic students for a reliable sample.

In other states, the Hispanic public school student population has surpassed that of whites. In California, the District of Columbia, New Mexico, Texas and Arizona, Hispanic public school students outnumber white public school students for one or both of the surveyed grades.

The report also compared data for specific groups such as those eligible for the National School Lunch Program (NSLP).

Over 70 percent of Hispanic students at grades 4 and 8 are eligible for the NSLP as compared to less than 30 percent of white students.

The gap between Hispanic and white students eligible for the NSLP has also grown smaller since 2003, but the gap between Hispanic students eligible and not eligible for NSLP is smaller than that between the same groups of white students.

"Low Hispanic education attainment levels aren't just a problem for the Latino community," said Juan Sepulveda, director of the White House Initiative on Educational Excellence for Hispanics. "Every American has a stake in this."

(Reporting by Molly O'Toole; Editing by Jerry Norton)


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University of Washington to hike tuition following steep budget cuts (The Lookout)

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在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

Washington Gov. Chris Gregoire approved huge budget cuts today that will hike tuition at the state's premier public university by 16 percent, the Associated Press reports. Tuition at the University of Washington will cost twice as much when Gregoire leaves office than it did in 2005.

A report on Stateline.org explains that higher education budgest are also on the cutting board across the country, after facing years of smaller cuts since the recession began. Nevada is cutting public higher education funding by 15 percent, and Arizona state budget cuts have resulted in a 20 percent tuition increase at Arizona State University.

In Texas, college tuition has risen by more than 70 percent since it was deregulated during a budget crisis in 2003. Those increases have?prompted Gov. Rick Perry to ask college administrators to figure out a way to provide a college education--including books--for $10,000.

Higher education lobbyist Terry Hartle told The Lookout public colleges are the first to get hit in a budget crunch because college students "look very much like paying customers," and it's more politically palatable to cut higher ed funding that K-12 spending. In-state tuition has?jumped 7.9 percent just this year, according to a recent study, and?the average college student's debt is now a record $23,000. Pennsylvania State University has the most expensive in-state tuition and fees of any public college, at more than $15,000 per year, according to the U.S. News and Report.

According to data from the National Association of Budget Officers, 18 states cut K-12 and higher education spending in fiscal 2011, by $1.8 billion and $1.2 billion respectively. But proposed cuts for the next fiscal year are much steeper: They total $2.5 billion for K-12 schools and more than $5 billion for higher education.

(Gregoire unveils her budget plan: Ted Warren/AP)


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Mexican-American studies program nixed by Ariz. education chief (The Lookout)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

Arizona's top education official told Tucson educators they must stop teaching or significantly alter a Mexican-American studies program that is ostensibly in violation of a state law, or else lose millions of dollars in funding from the state. There's just one problem--Arizona's own investigation of the program found that there's nothing illegal about it.

Education?Superintendent?John Huppenthal says the program, which is taught to about 650 high school juniors, violates last year's controversial state law that bans K-12 programs that "promote the overthrow of the U.S. government, promote resentment toward a race or class of people, are designed primarily for pupils of one ethnic group or advocate ethnic solidarity," according to The Arizona Republic's Emily Gersema.

The Tucson district can lose about $15 million--or 10 percent of all state aid--if they don't come in compliance within 60 days, the paper reports. However auditors hired by Huppenthal found no issues with the Tucson program. And students support the program. "I get really emotional because this class helped me a lot," Olivia Payne, an African-American student told CNN. "We're a family. We're one, and it's teaching us we can make a difference in this country. I don't want this class to be taken away."

Huppenthal's auditors report that students participating in the program graduated at a higher rate than their counterparts who don't enroll in the program. "No observable evidence was present to indicate that any classroom within TUSD is in direct violation of the law," the auditors said, according to The Arizona Daily Star. They observed 40 percent of the classrooms participating in the program for 30 minutes each.

In concluding the program broke the law, Huppenthal said some course materials referenced white people as "oppressors" and stressed Hispanic unity. More than 90 percent of students enrolled in the courses are Hispanic, which Huppenthal argues advocates "ethnic solidarity" in violation of the law.

Huppenthal also criticized the course's website for language he said indicated?it was originally designed for a particular ethnic group: "formed specifically to enhance the?academic success of Latino students." But the?full sentence says: "While the Mexican American Studies Department was formed specifically to enhance the academic success of Latino students, the?educational model and?curriculum developed by the Mexican American Studies Department help all students." Auditors said they did not find evidence that the program was exclusionary, but raised concerns that the course did not provide enough guidance to teachers to ensure all the materials were appropriate at a high school level.

Tucson officials say the program has helped to lower the city's high school dropout rate and improve attendance, since the kids who take the courses feel more connected to the material. Tucson administrators also say the curriculum is designed to make students examine their assumptions about race and think critically about traditional historical narratives.

Students in the program have told reporters they love the classes.

"Ethnic studies allow me to read and view and analyze different forms of literature and learning from another perspective," student Krysta Diaz, 17, told EdWeek reporter Mary Ann Zehr.

Eleven teachers and the director of the Mexican American Studies Department are suing the state over the law in federal court, arguing it violates the First?Amendment. The former schools superintendent, Tom Horne, had already decided the program was not in compliance with the law before he left office, but Huppenthal commissioned his own investigation before deciding.

(Huppenthal: Ross D. Franklin/AP)


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Houston principal acquitted in school beating (AP)

在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。
在 ServiceModel 客户端配置部分中,找不到引用协定“TranslatorService.LanguageService”的默认终结点元素。这可能是因为未找到应用程序的配置文件,或者是因为客户端元素中找不到与此协定匹配的终结点元素。

HOUSTON – The principal of a Houston charter school has been acquitted of a misdemeanor charge in connection with in connection with the videotaped beating of a 13-year-old boy by a teacher.

Jamie's House Charter School Principal David Jones had been charged with failure to report child abuse after a cell phone video that caught a teacher beating the student in class was made public. The teacher was seen kicking and dragging the student across the classroom floor as he tried to protect himself.

Jones' attorney, William Stradley, says the principal didn't know about the serious nature of the incident until the video became public.

The teacher pleaded no contest in April to a charge of injury to a child under 15. She was given probation.


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