Penn State Removes Joe Paterno Statue
The NCAA is set to announce “unprecedented” sanctions against the university and its football team.
| Posted Sunday, July 22, 2012, at 12:00 PM ET
The statue of Joe Paterno became a gathering place for mourners when the fomer coach died on January 22Photo by Patrick Smith/Getty Images
After much debate, the famed 900-pound, 7-foot statue of legendary
Penn State football coach Joe Paterno was removed Sunday morning with
little warning. The move came on the same day as the NCAA announced it
would be issuing sanctions against the university and its football
program following the July 12 report that found the late coach and three
other former university officials concealed allegations of sex abuse
against retired assistant coach Jerry Sandunsky. A group of workers
wrapped up the statue and used a forklift to lift it into Beaver Stadium
as around 100 students chanted, “We are Penn State,” reports the Associated Press.
The statue was removed exactly six months after Paterno died of lung
cancer on January 22, which was also a Sunday, points out Penn State’s Daily Collegian.
The public learned of the decision to take down the statue before
news of the upcoming NCAA sanctions. PSU president Rodney Erickson
released a statement at 7 a.m. saying the statue would be taken down and
put into storage. Other buildings on campus, including the library and a
student center, that bear the Paterno name won’t be changed, Erickson
emphasized. The NCAA quickly issued a news release saying that it would
announce “corrective and punitive measures” against Penn State on Monday
morning, reports the New York Daily News.
CBS News
hears word that the NCAA sanctions will involve “unprecedented”
penalties against both the university and its football team. “I’ve never
seen anything like it,” the source said. Yet ESPN
hears from one source that the university won’t receive what has come
to be known as the “death penalty,” which would have involved the
suspension of the football program for at least one year. Still, Penn
State shouldn’t celebrate just yet, as the ESPN source claims the
punishment, likely to include loss of scholarships and multiple bowls,
is so harsh that the “death penalty” might have been preferable.
-----
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Penn State Removes Statue of Joe Paterno
By JENNIFER PRESTON
Penn State’s president said the decision to remove the coach’s statue
was made after a report said he failed to pursue child abuse charges
against Jerry Sandusky.
****
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TACKLING THE CREDIT CRISIS
Higher education made a mainstream splash this week with the announcement that 12 more prestigious universities would provide hundreds of free Massively Open Online Courses (MOOCs). Unfortunately, none of these schools plan to offer the courses for credit. And since degrees are made up of credits, learning without them doesn’t amount to much. Just ask a group of students who systematically pay for—and lose—college credits: transfer students. The post is from the New America Foundation’s blog.
U.S. RECESSION’S OTHER VICTIM: PUBLIC UNIVERSITIES
For generations, most college-bound Americans paid reasonable fees to attend publicly financed state universities. But the bedrock of that system is fracturing as cash-strapped states slash funding to these schools just as attendance has soared. Places like Ohio State, Penn State and the University of Michigan now receive less than 7 percent of their budgets from state appropriations. As a result, public universities -- which historically have graduated the majority of U.S. college students -- are eliminating programs, raising tuition and accepting more out-of-state students, who typically pay significantly higher rates. The article is from Reuters.
REPAIRING THE CONNECTION
On the Degrees blog of the FHI 360 website, Rochelle Nichols-Solomon and Maud Abeel write that ensuring students finish college is widely agreed to be critical, yet fewer than half of all postsecondary students are on track to earn a credential, and others don't start at all. The biggest stumbling block is academic preparation -- a disconnect between what students learn in high school and what they're expected to know for college. The information is from the PEN NewsBlast.
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Tennessee’s new way of evaluating classrooms “systematically failed” to identify bad teachers and provide them more training, according to a state report published this week. The Tennessee Department of Education found that instructors who got failing grades when measured by their students’ test scores tended to get much higher marks from principals who watched them in classrooms. State officials expected to see similar scores from both methods. The article is from The Tennessean.
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A new report from TeachPlus gives recommendations toward improving retention of teachers in public charter schools. The first is that Charter Management Organizations (CMOs) and school leaders must build a culture of feedback for continuous improvement -- one that includes both administrator feedback to teachers, and teacher feedback to the school. Teacher evaluation and feedback must communicate clear, concrete goals and be based on multiple observations. Second, leaders must protect teacher planning time as a time to focus on craft, finding creative solutions for the additional responsibilities that fall on teachers' shoulders: lunch duty, study hall, etc. The information is from the PEN NewsBlast.
STUDENTS IN K12 INC.’S ONLINE CLASSES LAG ACADEMICALLY
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THE END OF TRADITIONAL HIGHER ED?
Could high-quality MOOCs eventually do to traditional colleges and universities what Craigslist has done to classified advertising in newspapers and what Wikipedia has done to encyclopedias? In other words, could Coursera and its ilk replace a $250,000 college degree and decimate the world of brick-and-mortar colleges and universities? Coursera doesn’t even have any plans to give degrees yet, or any revenue model. But along with Coursera, there are several other big, prestigious players who have launched successful, high-quality online courses, including edX, a joint venture of Harvard and the Massachusetts Institute of Technology and Udacity, founded by Sebastian Thrun of Stanford. What might all this mean 10 or 20 years from now? The commentary is in Forbes Magazine.
THREE STRIKES IN CALIFORNIA
City College of San Francisco isn’t the only California community college facing a full-on accreditation crisis. College of the Redwoods and Cuesta College also must fix a list of problems identified by the Accrediting Commission for Community and Junior Colleges to keep their accreditation and avoid the nightmare scenario of being shut down. The two smaller colleges are further along in the process, and will learn their fate next January, about six months before CCSF does. Closure probably isn’t feasible at any of the colleges, although its mere mention as a possibility has made many students and faculty members nervous, for good reason. The article is in Inside Higher Ed.
ABOUT K-12
OHIO WADING CAUTIOUSLY INTO TEACHER-EVALUATION WATERS
In 2011 the State Board of Education, prompted by a requirement in House Bill 153, developed a new framework for teacher evaluations, to be implemented by all districts starting with the 2013-14 school year. But the standards-based teacher evaluations are coming early to Ohio. The Marietta Times reported that some school districts in the Buckeye State will be piloting the new system during 2012-13. The post is from the Fordham Institute’s Flypaper blog.
SEIZING THE MOMENT FOR MATHEMATICS
Michigan State professor William Schmidt writes in Education Week: For years now it has been clear that the U.S. mathematics curriculum is a mile wide and an inch deep, and that the fragmented quality of mathematics instruction is related to our low ranking on international assessments. Nearly a generation after the first Trends in International Mathematics and Science Study, the nation's governors and chief state school officers, in concert with other stakeholders, have fashioned the Common Core State Standards for mathematics that may finally give American students the high-quality standards they deserve.
THE NEW COMPLACENCY ABOUT SCHOOLS IS ILL FORMED
Joel Klein writes in Time Magazine: It’s hard to overstate how dangerous … complacency is. Not to mention how ill-informed. Popping the champagne corks over slight upticks in NAEP scores, for example, ignores what every serious educator knows: scores of “basic” on that test evidence only limited familiarity with a subject — as opposed to “proficiency,” which was demonstrated by only 35 percent of our eighth graders in math and 34 percent in reading.
The broader reality is even more sobering.
STIMULUS FUNDS SAVED ED JOBS, BUT STATES STILL SLOW TO IMPLEMENT REFORMS
The American Recovery and Reinvestment Act showed promise to assist education, but some of its results have yet to be realized. While education stimulus funds largely saved or created jobs in public education, ongoing state budget deficits have slowed the implementation of reforms tied to federal stimulus money, according to a report by the Center on Education Policy. The article is in The Huffington Post.
SIX MORE STATES AND D.C. GET NCLB WAIVERS
Six states—Arizona, Kansas, Michigan, Mississippi, Oregon, and South Carolina—and the District of Columbia are the latest to be approved for No Child Left Behind waivers, the Department of Education announced. That brings the total of approved applications to 33. Vermont has dropped out of the process, but Idaho, Illinois, and Nevada still have applications pending. The article is in Education Week.
on, VA-based company that is the country’s largest provider of full-time online education, lags behind charter schools and traditional public schools on a broad array of academic measures, according to a new study. Students enrolled at K12, which provides public virtual education in 29 states and the District of Columbia, lag behind their counterparts on federal and state measures of math and reading proficiency, according to a study released Wednesday by the National Education Policy Center. The article is in The Washington Post.
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Today, the Obama Administration announced the President’s plan for the creation of a new, national Science, Technology, Engineering and Math (STEM) Master Teacher Corps comprised of some of the nation’s finest educators in STEM subjects. The STEM Master Teacher Corps will begin with 50 exceptional STEM teachers established in 50 sites and will be expanded over 4 years to reach 10,000 Master Teachers. The article is in the Atlanta Journal-Constitution.
STEM GENDER GAP PRONOUNCED IN U.S.
When the gender gap in STEM education is discussed, it usually centers on the lower proportion of women pursuing college majors and careers in the fields of science, technology, engineering, and math. But some recent data suggest STEM achievement disparities persist at the K-12 level, based on results from the Advanced Placement program as well as national and global exams. The article is in Education Week.
STANDARDIZED TESTS OF TOMORROW BEHIND SCHEDULE
When asked about the problems associated with standardized testing -- cheating, overtesting, blunt measures of student achievement -- U.S. Secretary of Education Arne Duncan often points to a duo of "next-generation assessments" funded by federal money. But a new survey, which consulting group Whiteboard Advisors plans to publish this week, suggests that "education insiders" aren't so sure that the one of the new tests will resolve all of the issues with standardized testing. Fifty-eight percent of those surveyed reported that they believe the Smarter, Balanced Assessment Coalition, one of the two state-based consortia developing the tests, is on the wrong track. The article is in the Huffington Post.
ABOUT HIGHER ED
ASSEMBLY LINE
Potential “disruptions” to higher education typically portend a diminished role for the academy in workforce training, as students ditch college for, well, something else. But one of the most promising alternative credentialing movements – the manufacturing industry’s system of stackable certificates – has actually led to a deeper, more symbiotic relationship between employers and colleges. The article is in Inside Higher Ed.
A PROFILE OF IMMIGRANT AND SECOND-GENERATION AMERICAN STUDENTS
A new Statistics in Brief from the U.S. National Center for Education Statistics describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the U.S. or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third- or higher-generation American undergraduates whose parents were born in the U.S. The findings are based on data from the 2007–08 National Postsecondary Student Aid Study, a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions.
****
Some of the News Fit to Print
ABOUT HIGHER ED
EARLY COLLEGE CAN HELP DISADVANTAGED STUDENTS
Students from underserved populations can benefit from dual enrollment, in which high school students take college courses for credit, according to new research from the Community College Research Center. While early college programs are common among more privileged students, the study looked at its impact on student success and retention among lower-income students in California. Dual enrollment students were more likely to graduate from high school, enroll in four-year colleges and stay enrolled, the study found. The article is in Inside Higher Ed.
TACKLING THE CREDIT CRISIS
Higher education made a mainstream splash this week with the announcement that 12 more prestigious universities would provide hundreds of free Massively Open Online Courses (MOOCs). Unfortunately, none of these schools plan to offer the courses for credit. And since degrees are made up of credits, learning without them doesn’t amount to much. Just ask a group of students who systematically pay for—and lose—college credits: transfer students. The post is from the New America Foundation’s blog.
U.S. RECESSION’S OTHER VICTIM: PUBLIC UNIVERSITIES
For generations, most college-bound Americans paid reasonable fees to attend publicly financed state universities. But the bedrock of that system is fracturing as cash-strapped states slash funding to these schools just as attendance has soared. Places like Ohio State, Penn State and the University of Michigan now receive less than 7 percent of their budgets from state appropriations. As a result, public universities -- which historically have graduated the majority of U.S. college students -- are eliminating programs, raising tuition and accepting more out-of-state students, who typically pay significantly higher rates. The article is from Reuters.
REPAIRING THE CONNECTION
On the Degrees blog of the FHI 360 website, Rochelle Nichols-Solomon and Maud Abeel write that ensuring students finish college is widely agreed to be critical, yet fewer than half of all postsecondary students are on track to earn a credential, and others don't start at all. The biggest stumbling block is academic preparation -- a disconnect between what students learn in high school and what they're expected to know for college. The information is from the PEN NewsBlast.
ABOUT K-12
TENNESSEE EDUCATION HITS BUMP IN TEACHER EVALUATION
Tennessee’s new way of evaluating classrooms “systematically failed” to identify bad teachers and provide them more training, according to a state report published this week. The Tennessee Department of Education found that instructors who got failing grades when measured by their students’ test scores tended to get much higher marks from principals who watched them in classrooms. State officials expected to see similar scores from both methods. The article is from The Tennessean.
SERVING TEACHERS SO THEY CAN SERVE STUDENTS
A new report from TeachPlus gives recommendations toward improving retention of teachers in public charter schools. The first is that Charter Management Organizations (CMOs) and school leaders must build a culture of feedback for continuous improvement -- one that includes both administrator feedback to teachers, and teacher feedback to the school. Teacher evaluation and feedback must communicate clear, concrete goals and be based on multiple observations. Second, leaders must protect teacher planning time as a time to focus on craft, finding creative solutions for the additional responsibilities that fall on teachers' shoulders: lunch duty, study hall, etc. The information is from the PEN NewsBlast.
STUDENTS IN K12 INC.’S ONLINE CLASSES LAG ACADEMICALLY
K12 Inc., the Hernd
ABOUT HIGHER ED
THE END OF TRADITIONAL HIGHER ED?
Could high-quality MOOCs eventually do to traditional colleges and universities what Craigslist has done to classified advertising in newspapers and what Wikipedia has done to encyclopedias? In other words, could Coursera and its ilk replace a $250,000 college degree and decimate the world of brick-and-mortar colleges and universities? Coursera doesn’t even have any plans to give degrees yet, or any revenue model. But along with Coursera, there are several other big, prestigious players who have launched successful, high-quality online courses, including edX, a joint venture of Harvard and the Massachusetts Institute of Technology and Udacity, founded by Sebastian Thrun of Stanford. What might all this mean 10 or 20 years from now? The commentary is in Forbes Magazine.
THREE STRIKES IN CALIFORNIA
City College of San Francisco isn’t the only California community college facing a full-on accreditation crisis. College of the Redwoods and Cuesta College also must fix a list of problems identified by the Accrediting Commission for Community and Junior Colleges to keep their accreditation and avoid the nightmare scenario of being shut down. The two smaller colleges are further along in the process, and will learn their fate next January, about six months before CCSF does. Closure probably isn’t feasible at any of the colleges, although its mere mention as a possibility has made many students and faculty members nervous, for good reason. The article is in Inside Higher Ed.
ABOUT K-12
OHIO WADING CAUTIOUSLY INTO TEACHER-EVALUATION WATERS
In 2011 the State Board of Education, prompted by a requirement in House Bill 153, developed a new framework for teacher evaluations, to be implemented by all districts starting with the 2013-14 school year. But the standards-based teacher evaluations are coming early to Ohio. The Marietta Times reported that some school districts in the Buckeye State will be piloting the new system during 2012-13. The post is from the Fordham Institute’s Flypaper blog.
SEIZING THE MOMENT FOR MATHEMATICS
Michigan State professor William Schmidt writes in Education Week: For years now it has been clear that the U.S. mathematics curriculum is a mile wide and an inch deep, and that the fragmented quality of mathematics instruction is related to our low ranking on international assessments. Nearly a generation after the first Trends in International Mathematics and Science Study, the nation's governors and chief state school officers, in concert with other stakeholders, have fashioned the Common Core State Standards for mathematics that may finally give American students the high-quality standards they deserve.
THE NEW COMPLACENCY ABOUT SCHOOLS IS ILL FORMED
Joel Klein writes in Time Magazine: It’s hard to overstate how dangerous … complacency is. Not to mention how ill-informed. Popping the champagne corks over slight upticks in NAEP scores, for example, ignores what every serious educator knows: scores of “basic” on that test evidence only limited familiarity with a subject — as opposed to “proficiency,” which was demonstrated by only 35 percent of our eighth graders in math and 34 percent in reading.
The broader reality is even more sobering.
STIMULUS FUNDS SAVED ED JOBS, BUT STATES STILL SLOW TO IMPLEMENT REFORMS
The American Recovery and Reinvestment Act showed promise to assist education, but some of its results have yet to be realized. While education stimulus funds largely saved or created jobs in public education, ongoing state budget deficits have slowed the implementation of reforms tied to federal stimulus money, according to a report by the Center on Education Policy. The article is in The Huffington Post.
SIX MORE STATES AND D.C. GET NCLB WAIVERS
Six states—Arizona, Kansas, Michigan, Mississippi, Oregon, and South Carolina—and the District of Columbia are the latest to be approved for No Child Left Behind waivers, the Department of Education announced. That brings the total of approved applications to 33. Vermont has dropped out of the process, but Idaho, Illinois, and Nevada still have applications pending. The article is in Education Week.
on, VA-based company that is the country’s largest provider of full-time online education, lags behind charter schools and traditional public schools on a broad array of academic measures, according to a new study. Students enrolled at K12, which provides public virtual education in 29 states and the District of Columbia, lag behind their counterparts on federal and state measures of math and reading proficiency, according to a study released Wednesday by the National Education Policy Center. The article is in The Washington Post.
ABOUT K-12
OBAMA CREATES ELITE TEACHER CORPS FOR STEM
Today, the Obama Administration announced the President’s plan for the creation of a new, national Science, Technology, Engineering and Math (STEM) Master Teacher Corps comprised of some of the nation’s finest educators in STEM subjects. The STEM Master Teacher Corps will begin with 50 exceptional STEM teachers established in 50 sites and will be expanded over 4 years to reach 10,000 Master Teachers. The article is in the Atlanta Journal-Constitution.
STEM GENDER GAP PRONOUNCED IN U.S.
When the gender gap in STEM education is discussed, it usually centers on the lower proportion of women pursuing college majors and careers in the fields of science, technology, engineering, and math. But some recent data suggest STEM achievement disparities persist at the K-12 level, based on results from the Advanced Placement program as well as national and global exams. The article is in Education Week.
STANDARDIZED TESTS OF TOMORROW BEHIND SCHEDULE
When asked about the problems associated with standardized testing -- cheating, overtesting, blunt measures of student achievement -- U.S. Secretary of Education Arne Duncan often points to a duo of "next-generation assessments" funded by federal money. But a new survey, which consulting group Whiteboard Advisors plans to publish this week, suggests that "education insiders" aren't so sure that the one of the new tests will resolve all of the issues with standardized testing. Fifty-eight percent of those surveyed reported that they believe the Smarter, Balanced Assessment Coalition, one of the two state-based consortia developing the tests, is on the wrong track. The article is in the Huffington Post.
ABOUT HIGHER ED
ASSEMBLY LINE
Potential “disruptions” to higher education typically portend a diminished role for the academy in workforce training, as students ditch college for, well, something else. But one of the most promising alternative credentialing movements – the manufacturing industry’s system of stackable certificates – has actually led to a deeper, more symbiotic relationship between employers and colleges. The article is in Inside Higher Ed.
A PROFILE OF IMMIGRANT AND SECOND-GENERATION AMERICAN STUDENTS
A new Statistics in Brief from the U.S. National Center for Education Statistics describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the U.S. or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third- or higher-generation American undergraduates whose parents were born in the U.S. The findings are based on data from the 2007–08 National Postsecondary Student Aid Study, a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions.
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