CAROL’S SUMMARY: The stimulus bill President Obama signed will provide nearly $54-billion in state aid to help with the worst budget cuts proposed for public colleges. During this time, colleges will be faced with retiring professors, a greater number of adjuncts and undergraduates, many of whom need remediation for math or English. Undergraduates will need to take a greater responsibility for their initiative as learners.

Questions to consider:

1. What is the ratio of teaching faculty to research faculty?
2. What are your goals in going to college?
3. If you are at a college, how can you best support yourself with an indreased workload?

ARTICLE:

By ERIC KELDERMAN, From the Chronicle of Higher Education, February 18, 2009

Washington

The nearly $54-billion that Congress is directing to state aid for education as part of the stimulus bill President Obama signed on Tuesday may stave off the worst budget cuts proposed for public colleges. But the money is unlikely to be able to plug all of the budget holes, and some university officials worry the measure could make it easier for states to spend less on higher education in the future.

And while colleges welcome the extra money from federal coffers, they note that the money comes with some strings. The funds also will have to flow through the complex political process in the nation’s statehouses before it is appropriated to educational institutions, giving legislators and governors a greater opportunity to influence who will benefit from the money.
Close to three-quarters of the money in what the bill dubbed the “state fiscal-stabilization fund” is designated for states to funnel to public colleges and school districts, which could use the money in various ways, including to restore budget cuts, prevent layoffs, or modernize facilities (The Chronicle, February 16). The rest of the money in the bill will be given to governors to spend on high-priority needs, which could include construction money for public or private colleges, and to the secretary of education to reward performance.

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CAROL’S SUMMARY: The Detroit Public Schools are plagued with funding trouble, a high poverty rate, and some of the poorest scores in the state. And it is estimated that two-thirds to three-fourths of ninth-graders drop out before graduation.

Questions to consider:
1. What can be done to help the Detroit Public Schools?

ARTICLE:

Education secretary says district must be improved

Jennifer Mrozowski and Mike Wilkinson / The Detroit News,

Posted February 14, 2009 at www.detnews.com

The new U.S. Secretary of Education on Friday said the federal government has a moral obligation to reform Detroit’s failing city schools, which he said will be a “huge focus” of his tenure.

“Without getting into too many details, I am extraordinarily concerned about the poor quality of education, quite frankly, the children of Detroit are receiving,” Secretary Arne Duncan told reporters during comments on the federal stimulus package. “I lose sleep over that one. And I think the dropout rate there is devastating.”

Detroit must work to improve the education system, he said. In the meantime, the federal government is keeping an eye on the district, where as many as two-thirds of the students may be dropping out.

Visit www.detnews.com for the entire article

CAROL’S SUMMARY: The National Alternative Education Association adopted Tennessee’s alternative education program as the first national framework for programs to help at-risk students succeed in school. Recommended guidelines include a teacher-student ration of no more than 1:12, participation in secondary programs that tie into career interests, student plans for needs, and cooperation with law enforcement.

Questions to consider:
1. Do you know someone this education program could help?

ARTICLE:

National group adopts state’s model

By Juanita Cousins, Posted February 12, 2009 at www.tennessean.com

ASSOCIATED PRESS

Tennessee education officials have created the first national blueprint for alternative education programs to help at-risk students succeed in school.

The program sets quality standards for educating students who have been suspended, expelled or have dropped out.

“We are talking about the most challenged of challenging youths,” Tennessee Alternative Education Coordinator James Vince Witty said. “A lot of these students are underperforming academically, have learning disabilities and behavioral issues.”

Last week, the National Alternative Education Association adopted Tennessee’s program as the first national framework for alternative education programs, according to the state’s Department of Education. Witty is the association’s vice president.

Visit www.tennessean.com for the entire article