Hamilton International Scholars Program (HISP)

Last Thursday, Dr. Alston wrote Education Matters: Hamilton International Scholars Program (Proposal)

At the next Hamilton Board of Education meeting, March 10, 2016, I will present a proposal for the Hamilton Central School District to host tuition paying students from across the world. The title of this program is the Hamilton International Scholars Program (HISP). The Board of Education will seek input concerning HISP. ... The meeting will be held in the auditorium of the Hamilton Central School and begin at 6 PM...

And he says that the "model we are proposing" is seen at Great Work Stories: Newcomb School - YouTube

Published on Aug 28, 2013
How do you expand a shrinking public school in the middle of nowhere? When Skip Hults became superintendent of Newcomb Central School in the heart of Adirondack Park, he inherited a tradition of excellence, a talented faculty, a supportive community, and 55 kids to fill 350 seats. It was a case of grow or die. But how do you grow a school?

Yesterday Radio Free Hamilton reported Dr. Alston's announcement at HCS considers plan to attract foreign students Thursday, again with the August 2013 video. Hults started his program in 2006; it's still going on. It happens that in December 2013, I wrote about this as a possibility for HCS at HamiltonCentralOptions: International Students

No single proposal will solve any district's problems; we're looking for proposals which have helped other districts with low enrollment, both in and out of New York State. One is quite simple: it turns out that students from a variety of nations would like to spend a year or two of high school in the United States...

and among other links, I gave Rural Leader Buoys School With Foreign Students - Education Week

Recruiting tuition-paying international students has saved the school by bolstering its finances and population, and it's changed its culture by exposing Newcomb students to diverse heritages and languages. It's also redefined the meaning of "family" to the many residents who have hosted visiting international students.
"I believe this has the potential to become a rural norm," Hults says. "It's a win-win."

A few days later I wrote HamiltonCentralOptions: Appealing to International Students

I posted on the possibility that appealing to international students could have financial, academic, and cultural benefits for the school (and quite possibly for schools nearby, as one case where we might share benefits as well as costs). I'd like to say a little more about that.
One interesting question: why would students from China want to come to American schools?...

The following month I reported on a meeting where it was discussed, at HamiltonCentralOptions: 2014-15 Budget Process --- Join In!

Astrid brought this up at the meeting and Diana replied that HCS did indeed go through the "accreditation" process with Homeland Security so we are "SEVIS-certified"; indeed we are on page 108 of last June's official list at DHS and we can accept foreign students with "F" visas, although not "M" visas. See ...
And Clinton High School went through this in 2004 but may have dropped it, their website doesn't mention it....

That April, after another meeting, I wrote HamiltonCentralOptions: Pretty Good News from April 8 "Community Leaders/Fiscal" Meeting

Astonishingly, this could happen next year and could add another $70K--$100K to the budget. (The tuition may be less than the average cost of educating an HCS student, but is far more than the marginal cost; it's mostly "profit".) ...

Update: notes from other attendees: Susan Marafino adds

I mentioned that [Carolyn Hsu] would be a good person to be involved with the potential exchange student program...

All that is from late 2013 and early 2014, when Newcomb was in the news. There had of course been earlier reports and videos, including this Newcom February 2010 "welcome" video in Russian, showing a bit about how hard they were trying: A Newcomb Welcome.mpg - YouTube

A video introducing the Newcomb Central School community to our friends from Russia....

Then there was the Channel One report in 2011: Channel One News: Newcomb High School - YouTube

Oct 26, 2011
This New York school welcomes int'l students that enhance education.

Nowadays, the Newcomb School top page links to a USA Today story from the same period (February 2014): Public schools recruiting international high schoolers

Perhaps more significant for Newcomb: Students like Ipek have attracted more local kids, drawn by the prospect of a more comprehensive, global education. As a result, the school has doubled in size since 2007 to 109 students. Only 18 of those are international — the rest are local students who heard about the program and moved into the district to be part of it. They also were attracted by a partnership with local colleges that helps them earn credits before they graduate.

That partnership aspect continues today: Paul Smith's, Newcomb team up | Paul Smith's College

Paul Smith's College is partnering with Newcomb Central School this fall on a new advanced studies program....

Of course HCS does have rather an advantage in the local-colleges department.

High-Tech Teaching: Japan

I'm a long-run techno-optimist about a lot of things, including education, but the crucial thing about any technology is how you use it... Lessons Learned from a Chalkboard: Slow and Steady Technology Integration (Bradley Emerling) | Larry Cuban on School Reform and Classroom Practice

Every classroom I visited was equipped with a large green chalkboard. There were few computers, few projectors or smartboards, and no other visible forms of 21st century technology in most of the classrooms. Japanese colleagues and researchers confirmed this was representative of the average K-12 classroom in Japan. In January 2015, the Tokyo Broadcasting System reported approximately 75% of Japanese classrooms still use chalkboards as the primary medium for presentation of lesson content (Sankyuu, 2015).

My first reaction was one of astonishment. How could Japan, a society known for its creation of gadgets and highly specialized technological devices, be so far behind in their use of 21st century technology?

As I continued to record lessons, I began to note the masterful way Japanese teachers utilized this “primitive” instructional medium....

Since I spend a fair amount of time trying to keep up with Japanese robotics developments, I find this amusing...but it really depends on what lesson structure you want. If you can do it on a chalkboard, then computers provide only a very big waste of time and money. (And very much smaller screens.)

Creation vs Current Curriculum

This is a rather more abstract level than I usually post about, but I want to link to Yong Zhao's recommendations at A World at Risk: An Imperative for a Paradigm Shift to Cultivate 21st Century Learners

• Stop prescribing and imposing on children a narrow set of content through common curriculum standards and testing.
• Start personalizing education to support the development of unique, creative, and entrepreneurial talents. ... ...
• Stop constraining children to learning opportunities present in their immediate physical environments by assigning them to classes and teachers.
• Start engaging them in learning opportunities that exist in the global community, beyond their class and school walls.
• Stop forcing children to learn what adults think they may need and testing them to what degree they have mastered the required content.
• Start allowing children the opportunity to engage in creating authentic products and learn what they are interested in, just in time, not just in case.
• Stop benchmarking to measures of excellence in the past, such as international test scores.
• Start inventing the excellence of the future. You cannot fix the horse wagon to get the moon. We have to work on rocket science.

A Final Word
To implement these recommendations, the first thing we need is to abandon ... the obsolete employment-oriented educational paradigm, the very mindset that both gave birth to and has been perpetuated by A Nation at Risk. After thirty years of experiments that have brought revolutionary, destructive changes to American education, without any measureable improvement, it is time to be freed from its spirit.

As Newsweek found almost five years ago, reporting on The Creativity Crisis

When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
Overwhelmed by curriculum standards, American teachers warn there’s no room in the day for a creativity class....

Test-taking

Fareed Zakaria of the Washington Post talks about Why America’s obsession with STEM education is dangerous but maybe his best points are about the attempts to make schools focus on test-taking skills:

the United States has never done well on international tests, and they are not good predictors of our national success. Since 1964, when the first such exam was administered to 13-year-olds in 12 countries, America has lagged behind its peers, rarely rising above the middle of the pack and doing particularly poorly in science and math. And yet over these past five decades, that same laggard country has dominated the world of science, technology, research and innovation.

Consider the same pattern in two other highly innovative countries, Sweden and Israel. Israel ranks first in the world in venture-capital investments as a percentage of GDP; the United States ranks second, and Sweden is sixth, ahead of Great Britain and Germany. These nations do well by most measures of innovation, such as research and development spending and the number of high-tech companies as a share of all public companies. Yet all three countries fare surprisingly poorly in the OECD test rankings. Sweden and Israel performed even worse than the United States on the 2012 assessment, landing overall at 28th and 29th, respectively, among the 34 most-developed economies.

But other than bad test-takers, their economies have a few important traits in common...

Bottom line, their economies work pretty well--and attempts to fix a 50-year-old "crisis" of bad test scores do run a serious risk of doing much more harm than good. We need more innovators, not more test-takers...STEM has to be a big part of that, and many people doing STEM understand that just fine. By all means, let us advocate "STEAM not STEM," but if somebody starts advocating standardized tests as a basis for evaluating creativity...ummm.... no. Just say no.

Google Classroom, mobile version

Google Classroom is a big deal, just as a set of utilities to make instruction work a bit better. Now it's an app: Google rolling out Classroom mobile app for students, teachers | ZDNet

The mobile version of Classroom, Lugo explained, is designed to further facilitate communications between teachers and students, namely through the addition of a teacher assignments page and the ability to archive classes.

Students will also be able to attach files (i.e. PDFs) and use the mobile device's built-in camera to attach photos to their assignments, whether they be drawings for an art class, a family tree for social studies, or diagrams and results for science experiments.

"And if they've forgotten their homework, they can ask someone at home to snap a photo, text it and then turn it in with the app," Lugo remarked. "Of course, if the dog has actually eaten it, Classroom can't help you."

My main reaction to this is a memory of correspondence-school courses in elementary school, just over half a century ago while living in Veracruz. Writing under Mom's supervision had advantages, even with the actual teachers being weeks away by snail mail. Google Classroom utilities can't replace teachers -- but they can expand the set of available frameworks for teaching.

Or then again, maybe not.

Good Fat, Bad Fat, Test Scores

An international comparison suggests that diet has a really major impact on test scores: Breast milk reveals a correlation between dietary fats and academic success -- ScienceDaily

"Looking at those 28 countries, the DHA content of breast milk was the single best predictor of math test performance," Gaulin said. The second best indicator was the amount of omega-6, and its effect is opposite. "Considering the benefits of omega-3 and the detriment of omega-6, we can get pretty darn close to explaining half the difference in scores between countries," he added. When DHA and LA are considered together, he added, they are twice as effective at predicting test scores as either is alone...

The authors seem to think they're talking about cause and effect; both fats are part of normal brain development, 'cos the brain is mostly fat. They might be right. Of course, some of us have been trying to use more omega-3 anyway. I wonder how much it would cost to raise the omega-3 (and lower the omega-6) content of school food.

Income and expectations

A few weeks ago, the NYT reported on an international survey of principals, asking if their schools had lots of low-income students. Conclusion? Principals in U.S. Are More Likely to Consider Their Students Poor - NYTimes.com

This much is clear: American students from low-income backgrounds are more likely to struggle in school than low-income students in many other countries .... And American principals are much more likely to describe their students as disadvantaged than principals in many other countries — including some countries that are significantly poorer than the United States. Neither fact qualifies as good news.

It's actually a pretty dramatic effect; consider the graph:

It's put more bluntly at Idiosyncratic Whisk: Regulatory Predestination and the Right to Exit:

In short, we have school districts that are compulsory institutions, school leaders who attribute student failures to poverty, and school leaders who overstate the level of poverty in their schools. Is there a bit of constructed fatalism here?

He's not claiming that the "school leaders" are consciously dishonest. He is obviously thinking that many of the student failures being attributed to poverty must have some other cause, plausibly a cause within the school system, and that all of us have a pretty strong incentive for finding/believing explanations of failure that don't cast blame on us.

Pretty Good News from April 8 "Community Leaders/Fiscal" Meeting

(Updated below with comments from others who attended)
Every now and then, things have to go somewhat less wrong: otherwise everybody would understand that the Universe really is plotting against us all, and we'd be permanently braced for it. So this evening our oft/rescheduled meeting revealed that

• The GEA improvement in the just-released final budget run is $68K; (still not good, but less bad)
• Our State Assembly representative, Bill Magee, produced $50K in "bullet aid"; it may indeed be true that Our view:'Bullet' aid clear indication that system is wrong - News - Uticaod - Utica, NY, but in this case at least it is certainly plugging a hole left by, as the article puts it, "the state’s long-broken school funding formula". Again, less bad.
• I've written before on the possibility (and desirability, not just on financial grounds) of appealing to international students. Now it looks like the Southern Westchester BOCES is setting up an exchange student program to which we need only say "yes", for an initial version with probably five students, paying HCS $14-20K each in addition to the money that pays for their stay and supervision here; that's obviously complex, and takes most of the money that their parents pay. Astonishingly, this could happen next year and could add another $70K--$100K to the budget. (The tuition may be less than the average cost of educating an HCS student, but is far more than the marginal cost; it's mostly "profit".) In this case HCS benefits from the Colgate connection and the fact that Homeland Security has already investigated us, costs being paid by a previous student's family.
• Classrooms for special education, a huge expense for HCS, are being reshuffled in complex ways; Molly (BoE President) wanted to comment on the cleverness of the juggling act, without which "we'd be in a very different place."
• And for the moment, the resource officer is off the budget.

What with all the savings, it appears that we keep our full-time art teacher (1.5 art teachers total). Only the "supplemental innovation/enrichment" person is cut. Diana argues against looking for a part-time superintendent...hmm...dunno. Molly says, in response to the observation that we have a few more administrators than comparably sized schools, that she checked on specifics and was told that "for historical reasons" we list a couple of positions, such as the technology directory, as an administrative post where the "low-administration" schools would list the people doing this as teachers. This is plausible, and overall the news is much less bad than it seemed this morning.

Update on Opt-Out Our opt-out percentage may have been high, with almost a quarter of the affected students sitting out the test, but the protest has been heard and it wasn't just us: about 30K students in the state opted out, a vote of no confidence on the current nysed administration has gone through, the new administration is sounding different, the test is invalid and there's no way it will be used. I will probably update with other notes (we talked about telepresence and such) and maybe with more links Real Soon Now, but that's all for the moment.

Update: notes from other attendees:
Susan Marafino adds

I mentioned that [Carolyn Hsu] would be a good person to be involved with the potential exchange student program with Southern Westchester BOCES. The coordinator happens to be a Colgate alumni - Diana couldn't recall his name.  HCS would apparently be the first school to be part of this BOCES exchange student program, and  one appeal for choosing our district, besides the Colgate connection, is that we already have the SEVIS rating.

I missed the first minute of the meeting, but after the meeting Bud Ballinger confirmed that the strings position was being restored to current levels including 2nd and 3rd grade.

Lastly, Diana mentioned, following a question from Astrid about JV sports, that the girls soccer program was being cut because "there aren't sufficient numbers".  This is on the heels of girls volleyball being moved to the fall.  To my understanding, there has been no discussion of this in any BOE meeting to date, so it was surprising to hear it presented as fait accompli.  Considering that the last item on tonight's agenda was "asking for collaboration and transparency as a two-way street", this certainly merits further discussion at the next board meeting, as well as with student athletes and their parents, and Sports Boosters.

Heather Cigeroglu then added

Just a few other notes to point out...

• Susan had mentioned the shift of girls volleyball to the fall. In response, Diana mentioned that Jen Dean should be asked about this because it was Jen and Denny Roy that made the switch based upon a student survey that was given.

• There will be potentially 4 positions opening up at HCS if the budget is passed: 

       2 Guidance Positions (long-term maternity leave) 

       1 Art Position (not sure if full or part is being advertised)

       1 Special Education Position

* I was hoping that the .5 art teacher would somehow be able to extend their position by teaching courses that the technology and innovation coordinator may have taught so not to completely loss that portion of the curriculum and also to be a support to PBL since this is how art teachers have always approached their material. I don’t think I was clear on my intention, I think many people thought I was just advocating to bump the part-time to a full-time position which was not the main intent. Following my comment, Audrey Miller made a great point that although it would be great to have two full-time art teachers there is still only one librarian for the school. An excellent point really.

• Currently the Board is looking into Interim candidates and once he/she is decided on they will then focus their energies on a full superintendent search. 

• The PBL (Project Based Learning) model http://www.edutopia.org/project-based-learning is just beginning to become incorporated as part of the curriculum at HCS. Diana explained that she prefers to refer to it as process-based learning, placing more emphasis on the process than the product. I have to agree with her on that. 

  Audrey Miller seemed very positive about the experiences her 1st graders are    

  having with the PBL approach. 

• Also, for at-risk students or students who prefer a “hands-on” approach to learning BOCES will be offering a model similar to Tech Valley to 9th and 10th graders. http://www.bizjournals.com/albany/morning_call/2014/03/tech-valley-high-school-model-to-be-replicated.html  If i’m not mistaken, High school programs at BOCES are currently only offered to students in 11th and 12th grade. They hope this program will help catch students before they lose complete interest in school and fall behind.

Astrid Helfant said

Let me add to this Diana's rebuttal in response to my letter to the Board regarding a 0.75 FTE (interim) superintendent position. Her comments included that it would not be of benefit to HCS to reduce the superintendent position. She of course emphasized that she had nothing to gain from advocating this on behalf of HCS considering she's leaving her job this summer. Diana stated that those schools that have reduced superintendent and / or shared principal jobs are of lesser educational standing compared to schools that have no part-time upper level administrator positions. Also, according to Diana, HCS would not be able to hire as good a candidate if it were seeking to fill a less than full-time slot.

Furthermore, and Molly chimed in here, they both critiqued the earlier comparison Ferdinand and I vocalized during a board meeting regarding HCS having 6.0 FTE administrator positions compared to other similar sized schools with only 4.0 administrator positions. Such a comparison, they stated, is invalid as Hamilton includes its Technology Director as part of administrator staff, whereas other schools may include this position under teaching staff. So in essence, according to this argument, we'd be comparing apples to oranges.

Thanks also to Stephanie for backing me up on this reduced superintendent position by underscoring at the end of this discussion that my original letter to the Board suggested this may make sense for the interim job, which does not necessarily mean this is the way to go for the long term.

 and finally, Stephanie McClintick did some research on the athletic issue:

I wrote to Brian Rose who had no idea that there was a possibility of canceling soccer at HCS in the fall. He met with the Jen Dean, the AD this morning, and said that there would be girls soccer.

And a note from me (Tom Myers) -- I had been supporting the part-time interim superintendent idea, and wasn't immediately convinced by Diana's rebuttal: in particular, Diana commented that we could pay less and get a "manager" but not an "educational leader" and I wasn't sure that was bad. Thinking about what Astrid said and back to Diana's remarks leads me to think I was wrong. If we're hoping to get new things to happen, such as the international student project or electrical cogeneration or telepresence in any of its forms or whatever, then we do need more. The Bottom Line for me is that we're probably doing okay for next year... Yaaaaaay!! But there are several troubles on the horizon. So it goes.

2014-15 Budget Process --- Join In!

As the Budget Calendar mentioned, our January 21 BoE meeting (which will supposedly be on Youtube eventually (see below) was largely about the budget, starting with the NYS proposed aid in the 2014-15 EXECUTIVE BUDGET PROPOSAL which had just come out a couple of hours before. It was not happy reading; Aaron commented that he had expected our Gap Elimination Adjustment to come down fairly substantially which would have led to a relatively straightforward budget process. Instead, it came down by 6%, remaining still above $500K, leaving us with a back-of-the-envelope $250K deficit. It's a big problem for many schools... as North Country Public Radio quoted What does Cuomo's budget mean for schools in the North Country?

"...it seems odd that the governor touts increasing aid to education on the one hand and fails to say that he’s taking it out of the pockets of educators with the other hand"

Of course it's not just the GEA; our insurance costs jumped sharply, more than in quite some time; apparently this is a consequence of Obamacare. (It's a surprise to me; I had thought NY to be one of the very few states where our existing mandates would make the ACA look good, except for the "narrow networks" phenomenon which may provide nasty surprises for New Yorkers who spend time in other states and expect to have non-emergency care while they're away.)

And there are mandates for equipment for simultaneous test-taking, and there's an individual property which was reassessed a couple of years ago from $1.3M to $1.7M and the appeal is almost certainly going to result in a settlement back down to $1.2M with our school on the hook for some excess taxes. Ouch.

The applicable tax cap is Whichever Is Less of 2% and the official CPI which is 1.46%, plus a local growth factor of almost exactly 1%, so income is not rising to match outgo unless we vote to override the tax cap.So...

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Please Come To The 5:30PM Jan 29th High School Library Meeting

Bring Ideas

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Ideas? Of course there is always sharing; the actual merger plan did not save money (long-run) because the diseconomy of scale from added transportation cancelled the economy of scale from cutting staff, but sharing doesn't have to involve large-scale transportation costs. Diana discussed doing more (mainly administrative) sharing among the 4 local schools through BOCES, and we can do more athletic sharing (girls' basketball with Madison). This will not save a lot, but every little bit helps.

Shared Admin can go pretty far, there is such a thing as a Shared Superintendent possibility; it's not obvious that this is applicable to our situation. In general, if we consult the New York State Professional Staffing Ratios" (large PDF) (we're on page 244), we might find that some other small schools do it with reduced staff and maybe we can do what they do...or maybe we can do New Things; telepresence robotics is taking off, after all, and getting lots cheaper than being there.

Smart Schools Equipment for telepresence, for distance learning (below), and to satisfy the mandate Diana mentioned for simultaneous test-taking is not just getting cheaper: it may be covered by the "smart schools allocation" at the bottom of the "BUDGET PROPOSAL", which for HCS is $409,770. It's likely that the "allocation" is intended to encourage long-term shift towards options like the Khan Academy, or simply lessons like our own Youtube channel to be used locally or shared. In the long run that's important, but it's possible that some replacement of people cost with machine cost will actually be feasible even in the fairly short term. (It's also possible that the geek writing this is overly optimistic.)

Natural Gas was discussed; my understanding of Diana's remarks is that it will save each year but that this coming year the savings is roughly cancelled by the installation cost. Ken Bausch points out by email that if if that understanding is correct, then it's a normal capital cost which should be funded by a bond issue, just as we do to amortize bus cost; in fact it's far more obvious in the case of the one-time-only natural gas cost. If indeed that's how it goes, and if the link above was correct in projecting $160,000/year savings, then we're more than halfway home right there. If.

Distance Learning is a current topic for Madison; Ferdinand sends a link to MCS bringing new instruction via distance learning through BOCES and in the long run this may be a major winner, but probably not a big issue for the next few budgets. Well, it might be.

Alumni/Community Fundraising was discussed; Amy Hurta as Treasurer reported that she had learned the day before that the Sports Boosters, like the Emerald Foundation, is in fact a tax-exempt 401(c)3 organization listed with the IRS, "and always has been." Send Money! Andrew Coddington says the Emerald Foundation is always looking for alumni donations and tries to keep an alumni list, so Send Names/Addresses! (And Money!) And there's also HCS alumni site which isn't very active--but links to a facebook page.

Sponsorship Stephanie McClintick (via email) brings up the possibility of local company sponsorship of teams and other activities, which is a common development elsewhere; the Albany Times-Union reported a year ago on Schools look to sponsors to help pay for programs - Times Union

Cuts force districts to find alternative funding

which is certainly a familiar story; from this past fall we can add This student planner brought to you by… | The New York World

New York City middle and high school students will be receiving free planners next school year courtesy of corporate sponsors, under a new city Department of Education plan.

There is an organization to support this kind of thing: Sponsorship and Advertising | School Administrators Association of New York State

The Corporate Sponsorship Program helps SAANYS to achieve its mission of continuing to provide programs and services to the school leaders of New York State - leading to greater opportunities for the students within their care. Participating in the program provides companies with many opportunities to interact with school leaders from all over the state.

Of course, there can be problems, and caution is advised; from Utah we hear High school sponsorship contracts raise concerns, but also benefit programs | Deseret News

In this piece, Amy Donaldson examines the regulatory environment surrounding these deals and how local coaches have gotten into legal trouble with respect to such contracts.

It could happen here.

Foreign Students I've written before about the possibility of tuition-paying international students and about some of the reasons why HCS might appeal to some. Astrid brought this up at the meeting and Diana replied that HCS did indeed go through the "accreditation" process with Homeland Security so we are "SEVIS-certified"; indeed we are on page 108 of last June's official list at DHS and we can accept foreign students with "F" visas, although not "M" visas. See SEVP Certification Basics and maybe Everything you need to know about Foreign Students (F-1) studying in Public Schools

• Secondary school attendance is limited to twelve months.
• F-1 secondary school students are required to pay the school the full cost of education by repaying the school system for the full, unsubsidized, per capita cost of providing the education to him or her.
• F-1 students are prohibited from attending public elementary schools or publicly-funded adult education programs.

And Clinton High School went through this in 2004 but may have dropped it, their website doesn't mention it. The idea went nowhere at HCS, beyond conversations with a company which actually offered to provide students and pay $2,000/year to HCS for their education. Not a good offer, in fact much less than is required by the second requirement above. Is the idea hopeless? I don't think so, not at all. Consider the town of Millinocket, Maine, reported in Millinocket using China program money to keep schools going in 2014 — Bangor Daily News...

Seven Chinese students attended Stearns this year, each paying about $24,000 tuition. ...
Millinocket is among several Maine municipalities hoping to offset shrinking school revenues with Chinese students but had recruiting difficulties. An informal poll of state public high schools’ Chinese student enrollments taken in February showed the most students, 12, at Orono High School. Some private schools had close to 100.

What does Millinocket have that we don't? Connections with Chinese high schools, apparently. Hmm... but we do have potential connections through Colgate faculty/students/admin, including the China Study Group. USA Today reported last July on U.S. summer camps increasingly popular overseas

U.S. summer camps are increasingly popular in countries such as China, where rising middle class can send their children to experience American life -- and possibly set the stage for going to college in the USA

The article featured Colgate rather prominently. At the wrong level for our purposes, but still -- it's worth exploring. Do we have such connections? (Carolyn?) Do we have people, preferably parents of current HCS students, who'd be hosts? (Astrid?) Of course this doesn't have to be China, but China is prominent in the F-1 high-school student visa discussions.

That's all I can think of right now. Diana wanted to emphasize that ideas need to be considered in the context of our layers of regulations, mandates, subsidies... When Ferdinand talked about transportation costs, working with local transport to save some of the $90,000/year we give to BOCES, she replied that transportation is among our highest aid-ratio costs so that much of the money we give BOCES comes back to us, and even if we found a cheaper transportation solution it's likely that the budget cost would be higher. We can't count on specific aid ratios for long-term planning, but for right now, let's talk about the next few years' budgets, with focus on next year.

Update: I didn't mention Activism, or at least Letter-Writing; note that the state's disappointing Budget Proposal is not a Final Budget. There will be a post about this, Reasonably Soon Now.

Update2:The BoE meeting is now a (long) video at ▶ Hamilton CSD BOE Meeting 1.21.14

...apologies, the next one will have better sound.

Below is the order [of] events and the times in which each Agenda Item appears:
0-10min: Items 1.0-3.6, Call to order, Preliminary Action, Consent Agenda (Business Operations)
10-11 min: Item 4, Consent Agenda (Old Business)
11-17 min: Item 5, Community Participation Part 1
17-21 min: Items 6-6.4, New Business
21-35 min: Item 6.5, Budget Sports
35-55 min: Item 7, Information and Correspondence
55-1:41 min: Item 8, Community Participation Part 2.

Hooray for open government!

Update 3 Yes, the sound is terrible. If you have LOTS of energy then

• (a) download the video from youtube, lots of e.g. Firefox extensions for that;
• (b) split off the sound track, probably in iMovie or whatever basic video handler you have;
• (c) download Audacity (free) from http://audacity.sourceforge.net/download/
• (d) follow, e.g. http://www.podtopia.net/gettingstarted/removenoise.shtml

No problem. Well, umm, assuming you have several hours...make it a day, this is a long video and there will probably be synchronization issues when you put it back together so you may have to do it one clip at a time. And the result will not be perfect. No, I'm not gonna try, but I'll post the result if somebody else does.

Appealing to International Students

I posted on the possibility that appealing to international students could have financial, academic, and cultural benefits for the school (and quite possibly for schools nearby, as one case where we might share benefits as well as costs). I'd like to say a little more about that.

One interesting question: why would students from China want to come to American schools? School quality is compared between different nations by the "PISA" tests, whose 2012 results came out earlier this month; as you can see at Wikipedia's Programme for International Student Assessment, China (specifically Shanghai) is on top, and we're not. As the Washington Post put it at Key PISA test results for U.S. students

Average scores in mathematics literacy ranged from 613 in Shanghai-China to 368 in Peru. The U.S. average score was 481, which was lower than the OECD average of 494. The U.S. average was lower than 29 education systems, higher than 26 education systems, and not measurably different than 9 education systems.

If we're way down on the test-takers list and they're at the top, why would any students want to come here from there? Community members who went to Yong Zhao's lecture here in August, which I mentioned (with a variety of related material) at HamiltonCentralOptions: Rethinking School Motivations, will not be surprised. Indeed, I'd talked about him (and about psychology prof Peter Gray talking about him) in May at HamiltonCentralOptions: The US is Not Really #1 Yet...Fortunately

You might think the Chinese educational leaders would be happy that their kids are scoring so high on these international competitions. But they’re not. ... At the same time that we are continuing to try to be more like them, they are trying—though without much success so far—to be more like us, or like we were before we began trying so hard to be like them. They see that their system is quashing creativity and initiative, with the result that it produces decent bureaucrats and number crunchers, but very few inventors and entrepreneurs.

So take that as context for the Huffington Post's 2011 article on this topic at Public Schools Recruit Tuition-Paying International Students To Boost Revenue

Lei Huang, 16, from Shanghai, is attending Camden Hills high school this year. The school aims to have 10 foreign students next year, from China and Vietnam.

Schools in China, he said, demand long days in the classroom and long nights doing homework, with an emphasis on memorization and testing. In Camden, he appreciates the emphasis on creativity and tapping into students' interests.

Outside of school, he likes being able to drink water out of the tap, the abundance of trees and time to participate on the high school ski team. But he misses buying live fish at seafood markets in China, authentic Chinese food and public transportation so that he's not dependent on others with cars to get around.

So it shouldn't be surprising that this year, Yong Zhao responded to the PISA score release by saying Education in the Age of Globalization » Blog Archive » Reading the PISA Tea Leaves

While the East Asian systems may enjoy being at the top of international tests, they are not happy at all with the outcomes of their education. They have recognized the damages of their education for a long time and have taken actions to reform their systems. ... It is no exaggeration to say that that the majority of the parents in China would send their children to an American school instead of keeping them in the “best performing” Chinese system, if they had the choice.

I'm not denying the importance of test scores -- other things being equal. Test scores give good data about how well students do on tests, and that tells you a lot about the quality of a significant part of education. However, test-directed education means giving up some even more significant parts of education...and one of the most attractive aspects of attracting Chinese students (and students from other countries that consistently outscore America by virtue of test-directed education) is that it might help us remember that test-directed education is not necessarily good education. The theatre program is also relevant; so are other things. Yes, we should worry about the PISA results with the worst-case interpretation being something like CONVERSABLE ECONOMIST: U.S. Education: "Unthinking, Unilateral Educational Disarmament". Yes, we should also look at demographic factors as in Super-Economy: The amazing truth about PISA scores: USA beats Western Europe, ties with Asia. And yes, we should also consider other points of view like TheMoneyIllusion » Why Swedish schools are better than Finnish schools

South Korean students are the least happy students in the world. Finland’s students are near the bottom, and are the least happy of any Western European country. In contrast, South Korea usually scores at the top of “education rankings” based on test scores, and Finland is often in second place.

It’s interesting to compare Finland with its neighbor Sweden. Based on test scores Sweden has the worst schools in Western Europe, even worse than America’s K-12. Horrible schools. But their students are above average in happiness, far above Finland. What explains that difference?

One reason might be that Sweden has a 100% voucherized school system, so schools have to cater to parents. Now I don’t mean to suggest that schools in Sweden are perfect—Swedes have told me the legacy of the old socialist system hangs on to some extent, and most students still go to state schools. Still, the vouchers are gradually forcing the schools to conform more to customer preferences.

Some might argue that high test scores are needed to produce the sort of highly-skilled workers needed for the modern economy. That’s false, and Sweden proves it. Its workers are more productive than Finnish workers because test scores tell us little about productivity...

(Recent news suggests that some of the private companies providing Sweden's education weren't well-run, financially. That's a factor too.)

And is there a conclusion here? Not really -- except that (1) everything is more complicated, the more you look at it, and (2) there are good reasons why some, perhaps even most, Chinese parents might prefer our school system to theirs, and (3) learning about international students might tell us something about ourselves. Is that surprising?

I was also going to list random attractions, like the walkability of the village and the presence of the hospital, but I think I'll skip that for now.

International Students

No single proposal will solve any district's problems; we're looking for proposals which have helped other districts with low enrollment, both in and out of New York State. One is quite simple: it turns out that students from a variety of nations would like to spend a year or two of high school in the United States. As the New York State School Boards Association (nyssba.org) put it a a couple of years ago, FRN12 Issue Brief: F-1 Visa (pdf)

There exists a serious educational issue for small rural schools in New York State. Currently, many such schools face the prospect of closing due to declining enrollment and insufficient state aid. The resulting impact on their communities would be devastating, given the vital nature of these schools as leading employers, as well as community, cultural and emergency centers. Just as importantly, many of these schools have no viable options for educating their children should their schools close. Geography makes transportation to surrounding districts too burdensome on small children.
One exciting way to keep these essential small schools in operation is to allow international students to spend their secondary education as students at these schools. There is an abundance of international students willing to pay tuition, which avoids any cost to local or state taxpayers. The cultural advantages to New York State students are significant as well...

That was written in support of Schumer's proposed "F-1 Visa" reform bill, which would have made it easier for the students to stay longer, and I believe that bill died in committee; not sure. Even so, the system works well enough to help a great many international students attend quite a few U.S. schools. Let's start in rural South Dakota, Spring 2012: Public schools sell empty classroom seats abroad | Reuters

Superintendent Grant Vander Vorst has an improbable plan to save his little school on the prairie - by turning it into a magnet for wealthy foreign students. This year, 11 students from China, Thailand, Germany and elsewhere account for nearly 20% of high school enrollment, bringing cash and a welcome splash of diversity to an isolated patch of the Great Plains.
Grant-Deuel is not alone. Across the United States, public high schools in struggling small towns are putting their empty classroom seats up for sale.
In Sharpsville, Pennsylvania, and Lake Placid, New York, in Lavaca, Arkansas, and Millinocket, Maine, administrators are aggressively recruiting international students.
They're wooing well-off families in China, Saudi Arabia, Pakistan, Russia and dozens of other countries, seeking teenagers who speak decent English, have a sense of adventure - and are willing to pay as much as $30,000 for a year in an American public school.
The end goal for foreign students: Admission to a U.S. college.

As the Huffington Post put it in 2011: Public Schools Recruit Tuition-Paying International Students To Boost Revenue

It's a growing trend: Other schools are doing the same in Arizona, Arkansas, California, Florida, Illinois, Massachusetts, Ohio, Virginia and Washington, according to a student recruitment agency in San Francisco.
Next fall, Millinocket Superintendent Ken Smith hopes to have at least 60 Chinese students – each paying $13,000 in tuition and another $11,000 for room and board – at Stearns High School. Stearns at one time had close to 700 high school students, but enrollment has fallen over the years to under 200 this year.
The first-year batch is now being signed up, Smith said, with plans for more international students in the years ahead. Local students will benefit by being exposed to those from abroad, and Chinese students will gain from being immersed in the local culture, he said.
When Smith went on a recruiting trip to the cities of Shanghai, Beijing and Fuzhou last fall, students there had never heard of Maine. But they knew they wanted to come to America to enhance their chances of going to an American college or university.
"They didn't know where Maine was, but they knew where Harvard was," Smith said. "They all want to go to Harvard."

From Education Week last February, we see tiny Newcomb, NY: Education Week: Rural Leader Buoys School With Foreign Students

In its high school grades, the school has about 40 students; 18 are from other countries. That's a significant number, given that the town has only about 200 families.
"We've gotten to the point where we're turning students away," Hults says.
Over the years, Hults has learned the differences between various types of visas, and he says the type of visa the district now requires enables it to receive tuition and accept host-family living expenses.
Newcomb has earned a good reputation among international students, and it sells itself with its location in the heart of a 6-million-acre park and its strong academics, Hults says.
Hults also has established relationships with more than 10 agencies that help find foreign students who want to come to his district.
The district requires students to have a conversational level of English-speaking proficiency to ensure they can succeed. Any lesser ability would negatively affect the classroom experience for local students, Hults says.
"If it weren't benefiting our students, I wouldn't do this program," Hults explains. "It truly does benefit our students. It has opened their eyes. It has given them broad exposure to the world, and for the kids who come here, they remain a part of our community. I think they will forever."

I think it's important to emphasize that kind of thing, rather than just the federal certification requirement and the agencies to "recruit" foreign students and the opportunity for our Superintendent to travel to China or Germany or wherever. International Student Program Adds Zest to School Life | Adirondack Foundation

Each international student pays tuition, which covers the costs of academics, including English-as-a-Second-Language support. Each lives with a local family that has at least one child at Keene Central School. A small stipend from the program fee helps the host family with expenses.
The impact that this program is having on this school of 160 students, K-12, is profound. High school students speak of the value of having a different perspective in the classroom, especially classes like American History and Government. “I wish we had this program sooner,” said one senior.

Actually it might be a very good thing if M-ECS, MCS, and SVCS had such programs too, sharing costs, appealing to different though overlapping groups of international students, and so forth. Mainly, though, it seems to me that Colgate's proximity is likely to make this work out well, not only because of the option of taking a Colgate course or two as a junior or senior, but because some Colgate students studying country X or its language might benefit from interacting with kids from that country, and the benefit might be mutual. I'm imagining a grant application to pay some such students for practical and emotional support...


Or then again, maybe not. But we should be considering it.

Finland, India, Mexico

Wired Magazine reports on How a Radical New Teaching Method Could Unleash a Generation of Geniuses

he had happened on an emerging educational philosophy, one that applies the logic of the digital age to the classroom. That logic is inexorable: Access to a world of infinite information has changed how we communicate, process information, and think. Decentralized systems have proven to be more productive and agile than rigid, top-down ones. Innovation, creativity, and independent thinking are increasingly crucial to the global economy.

And yet the dominant model of public education is still fundamentally rooted in the industrial revolution that spawned it, when workplaces valued punctuality, regularity, attention, and silence above all else. (In 1899, William T. Harris, the US commissioner of education, celebrated the fact that US schools had developed the “appearance of a machine,” one that teaches the student “to behave in an orderly manner, to stay in his own place, and not get in the way of others.”) We don’t openly profess those values nowadays, but our educational system—which routinely tests kids on their ability to recall information and demonstrate mastery of a narrow set of skills—doubles down on the view that students are material to be processed, programmed, and quality-tested. School administrators prepare curriculum standards and “pacing guides” that tell teachers what to teach each day. ... ... ...

“In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills.”... ... ...

Some school systems have begun to adapt to this new philosophy—with outsize results. In the 1990s, Finland pared the country’s elementary math curriculum from about 25 pages to four, reduced the school day by an hour, and focused on independence and active learning. By 2003, Finnish students had climbed from the lower rungs of international performance rankings to first place among developed nations.

The moral drawn here is something like this: Even when the technology isn't working, as in the Mexican school most discussed here, and even when the final test is standardized, students excel with self-actuated group work where the teacher starts things going and gets out of the way except to serve as a consultant. And the additional note I'd make is simply that this is not a model wherein class size plays any fundamental role. Group size, probably yes, but that's not the same thing.

The US is Not Really #1 Yet...Fortunately

More on Yong Zhao's case against US educational "reform" trends (I've mentioned him here and here) at Be Glad for Our Failure to Catch up With China in Education | Psychology Today

Our schools are better than China’s because ours don’t work as well as theirs.

For more than 20 years we’ve had national educational goals aimed at emulating the Chinese (and Japanese and Korean) educational system. We’ve been working toward more centralization of control, more standardization of curricula and methods, and more student time in the classroom and at homework, all in an effort to produce higher scores on standardized tests. ...

You might think the Chinese educational leaders would be happy that their kids are scoring so high on these international competitions. But they’re not. ... At the same time that we are continuing to try to be more like them, they are trying—though without much success so far—to be more like us, or like we were before we began trying so hard to be like them. They see that their system is quashing creativity and initiative, with the result that it produces decent bureaucrats and number crunchers, but very few inventors and entrepreneurs.

The columnist is psychologist Peter Gray; his alternative reform direction is interesting, to put it mildly. I should write about that.

The US is #1

The United States has the highest number... BBC News - Lack of sleep blights pupils' education

The international comparison, carried out by Boston College, found the United States to have the highest number of sleep-deprived students, with 73% of 9 and 10-year-olds and 80% of 13 and 14-year-olds identified by their teachers as being adversely affected.
In literacy tests there were 76% of 9 and 10-year-olds lacking sleep.
This was much higher than the international average of 47% of primary pupils needing more sleep and 57% among the secondary age group...
So the tests were accompanied by questionnaires for teachers, pupils and parents about sleep patterns. And this information was compared with pupils' test results, so that the performance in maths, science and literacy could be compared with levels of sleep.
.... "Our data show that across countries internationally, on average, children who have more sleep achieve higher in maths, science and reading."

Well, maybe the school can't fix it. Or maybe school should simply start later. (A practical problem for parents getting off to work, though.) Or maybe every day should begin with a YogaNap class. It would be interesting to see what happened to test scores.
Or then again, maybe not.

Incentive Pay for Teachers

This report is from India; it's entirely possible that it's completely irrelevant to US issues. Still, it's also possible that it's not irrelevant at all: Shout it from the Rooftops! Performance Pay for Teachers in India

Students who had completed their entire five years of primary school education under the program scored 0.54 and 0.35 standard deviations (SD) higher than those in control schools in math and language tests respectively. These are large effects corresponding to approximately 20 and 14 percentile point improvements at the median of a normal distribution

Second, the results suggest that these test score gains represent genuine additions to human capital as opposed to reflecting only ‘teaching to the test’. ... ...

Or then again....

Networks of Imagination

Ken Bausch mentioned this last December; The Global One-Room Schoolhouse: John Seely Brown | DMLcentral

In this video, which contains the highlights of his “Cultivating the Entrepreneurial Learner” keynote at the 2012 Digital Media and Learning conference in San Francisco, he introduces the fascinating notion of “a global one-room schoolhouse through networks of imagination.”

It seems to me that this is quite compatible with Sal Khan's vision (and book) that I've mentioned a few times, but it's an interestingly different point of view. I'm inclined to see it as a mix of Khan with some of Yong Zhao's World Class Learners, but that oversimplifies as usual. I do see him as detecting and approving a trend towards tools like Scoot & Doodle | Get Creative Together, which has just received fairly major support from Pearson among others.

Google+ Hangout App Scoot & Doodle Raises $2.25M Seed, From Valley Angels & Pearson, To Get More Kids Learning Through Play | TechCrunch

Well, maybe not just kids, or just play; I'll add some emphasis in a quote from the GeekDad report on Scoot & Doodle: Makes Google Hangouts a Collaborative Playspace | GeekDad | Wired.com

essentially, it is an app that works with Google+Hangouts and lets you type, draw and engage in a visual and tactile way – as well as through video and voice. In my use of it I have found it to be really stable and offer a fluid and worthwhile experience whether with my kids or with business colleagues. Like many startups there appears to be more potential applications than you can imagine; however, kudos for both the Scoot & Doodle team and Pearson for seeing the potential of this in the education and learning space.

And I certainly approve of the idea that education works off study groups that fit in a Google+ Hangout. That works.

Or then again, maybe not.

Failure is Good

The international test scores are out today, and as always US kids rank fairly low in performance, high in confidence. Yong Zhao comments that Numbers Can Lie: What TIMSS and PISA Truly Tell Us, if Anything?

So far all international test scores measure the extent to which an education system effectively transmits prescribed content.
In this regard, the U.S. education system is a failure and has been one for a long time.
But the successful transmission of prescribed content contributes little to economies that require creative and entrepreneurial individual talents and in fact can damage the creative and entrepreneurial spirit. Thus high test scores of a nation can come at the cost of entrepreneurial and creative capacity.
While the U.S. has failed to produce homogenous, compliant, and standardized employees, it has preserved a certain level of creativity and entrepreneurship. In other words, while the U.S. is still pursuing an employee-oriented education model, it is much less successful in stifling creativity and suppressing entrepreneurship.

We failed...hooray! Let's design schools that don't even try to do what we're failing at!
Or then again, maybe not. (Actually, we do need to transmit a fair amount of prescribed content; as Salman Khan puts it in One World Schoolhouse, this should take about 20% of the school day.)

The Value of School; Actual Data

This morning I see two kinds of data on the aforementioned "human capital" (vs signalling and ability bias and whatever else there may be) theories of the value of school. First, an international study, examining the failure of schooling to boost national income in various low-income countries. Why Is the National Return to Education So Low?

For human capital extremists, schooling increases income - national and private - by teaching useful skills. So if low-quality schooling fails to boost national income, it should also fail to boost private income.
This prediction is the opposite of the truth. In low-income countries, the private return to education is unusually high.

And obviously that tends to count against the idea that schooling, the specific extra schooling in the specific countries being examined, increases income by teaching useful skills such as "how to think" or whatever. Instead, we have reinforcement for signalling and/or ability bias.

Another kind of data comes from a proposal that I've heard many times over the years: year-round schooling. After all, we don't need the kids out in the fields with the crops any more, so they can learn an extra 30% more or thereabouts in the same number of years. Indeed, if you spend the summer forgetting part of what you knew, your schooling is less effective in teaching useful skills -- so 30% ought to be an underestimate. Is it? Does (constant #days) year-round schooling matter?

This paper presents a human capital model to illustrate the conditions under which these calendars might affect achievement. We then exploit the natural experiment to evaluate the impact of year-round schooling on student achievement using a multi-level fixed effects model. Results suggest that year-round schooling has essentially no impact on academic achievement of the average student.

Again, that counts against the human capital theory and in favor of ability bias and/or signalling. Sigh.
Or then again, maybe I'm missing something.

National Investment in Education

Both presidential candidates talk about investment in education. Hmmm...Garrett Jones looks at Did Nations that Boosted Education Grow Faster?

Some nations boosted schooling more, some less. How did that turn out?

On average, no relationship. The trendline points down slightly, but for the time being let's just call it a draw. It's a well-known fact that countries that started the 1960's with high education levels grew faster (example), but this graph is about something different. This graph shows that countries that increased their education levels did not grow faster.

That's not very comforting. Or maybe it is comforting...it suggests that whatever the solution is, it's not to throw money at the problem.
Or then again, maybe not?

Khan Academy in India

Lacking Teachers and Textbooks, India's Schools Turn to Khan Academy to Survive - NYTimes.com

The foundation has already dubbed 38 Khan Academy videos in Hindi, Tamil and Kannada, with plans to complete 120 by March and 450 by 2014.
The foundation is making the dubbed videos available through an affiliated Web site, TeachersofIndia.org and through its field institutes that work with rural schools.
“When good instructional material is easily available, why should we reinvent?” he said.

It certainly makes sense; I wonder how many kids will learn English by listening to Salman Khan as they study the subtitles. As the story notes (but not about Khan Academy), learning English is a major draw, though I imagine the content is more important.
Or then again, maybe not.