Showing posts with label Reuters. Show all posts
Showing posts with label Reuters. Show all posts

Monday, August 1, 2011

Memphis school board approves deal to start class on time (Reuters)

MEMPHIS, Tenn (Reuters) – The Memphis Board of Education voted unanimously on Tuesday to approve a financial compromise deal to allow city schools to start on time on August 8, averting a threatened delayed start.

The board had previously angered parents and teachers in the school district, Tennessee's largest, when it threatened to delay the start of school indefinitely until it received $55 million in city funds.

The compromise agreement, still subject to approval by the Memphis City Council, calls for the city to agree to approval of the proposed $884 million schools budget for 2011-2012 and a payment schedule that front loads the city's contribution.

The school system has approximately 103,500 students. Teachers will report to work on August 1, with students beginning classes a week later.

Negotiations between the school board, city council and Memphis Mayor A C Wharton reduced the amount needed to be paid immediately to $15 million by August 5 and a payment schedule for the balance.

The city council's education committee agreed to the deal last week and approval of the full council was expected next week.

Like other cities, Memphis is trimming city employees and payroll to cope with the recession. Council members earlier this year approved a $661 million city operating budget with 4.6 percent pay cuts for most employees.

The schools situation was complicated this year by the school board's decision in December to surrender its charter to force a merger of the city and nearby suburban Shelby County school systems. The outcome of that action depends on a federal court ruling that is expected within the next month.

(Reporting by John Branston; Editing by Cynthia Johnston)


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Sunday, July 31, 2011

Hershey schools in court over chocolate king's dream (Reuters)

PHILADELPHIA (Reuters) – A school district in the town named for chocolate king Milton Hershey went to court on Thursday to argue that his sweet dream of funding education was ignored by a foundation that has instead spent millions on entertainment.

The Derry Township School District said in a document filed in Orphans Court of Dauphin County that the founder of The Hershey Chocolate Company had local schools in mind when he included money for educational purposes in a will written before he died in 1945.

Instead, the Milton S. Hershey Foundation has used over $9 million from 2003 and 2008 to pay for entertainment venues such as the Hershey Museum, Hershey Gardens and Hershey Archives, the school district said.

Barely a drop of the riches have gone to the school district, which has received a total of $25,000 since the 1960s, the court papers said.

The school district maintains that if Hershey's wishes were properly honored it would be receiving at least $300,000 and perhaps as much as $1 million per year. The district's annual budget is about $50 million, and the money could help to buy laptops for high school students and make physical improvements to the middle school, school officials said.

The legal struggle unfolded against the backdrop of a ubiquitous Hershey presence in the township, including street lights shaped like Hershey Kisses, gardens mulched with chocolate-smelling cocoa bean shells, and a luxurious spa at the Hotel Hershey that features cocoa facials and whipped cocoa baths.

The town is also home to the Milton Hershey School, a private academy that educates 1,800 children in social and financial need.

School officials said the 3,600-student public school district did not raise taxes recently because of taxpayer pressure to hold the line and receives only about 30-40 percent of its budget from the state.

Donald Papson, executive director of the foundation, said Thursday that it disagrees with the definition of deserving educational recipients in the court papers.

Papson also said that the school district gets an additional $1.8 million from a separate Hershey trust each year. He said the payments from the foundation to the district were dropped in 1967 when the state recalculated the education aid formula, and the board at that time felt the state money was sufficient for the district.

In a separate, unrelated investigation of another Hershey branch, the state attorney general is looking into how millions of dollars were spent for several land deals in the last several years. That probe began in 2010 when now Governor Tom Corbett was the attorney general.

(Editing by Barbara Goldberg and Greg McCune)


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Evidence of meth use closes West Virginia technical school (Reuters)

CHARLESTON, W., Virginia (Reuters) – A West Virginia high school has been closed and its principal and a teacher arrested after officials discovered traces of methamphetamine in the building, authorities said on Wednesday.

Principal Keith Phipps and teacher Jack Turley of the Boone County Career and Technical Center are accused of manufacturing and purchasing material used to make methamphetamine last spring, and both were suspended, said Jeff Huffman, assistant superintendent of Boone County, West Virginia, schools.

Huffman said the methamphetamine traces were a result of the illegal stimulant, which is frequently homemade, being smoked at school, and authorities do not believe the drug was manufactured at the school.

The use of methamphetamine, which can cause brain damage and violent behavior, has ravaged many rural communities.

The drug traces were discovered through testing by the West Virginia Department of Health and Human Resources.

"Based on the amount of residue found, we felt it was in the best interests of employees and students to go ahead and close the facility while we continue to complete our testing and begin the required remediation process for various parts of the facility," Huffman said.

Had the methamphetamine been made at the school, he added, "The readings from the test results would be much, much greater."

The school, which serves as many as 450 students during the regular school year, will remain closed indefinitely.

School officials plan to meet on Thursday to design a plan for decontaminating the building and putting a contract for the work out for bidding.

(Editing by Ellen Wulfhorst and Jerry Norton)


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Bill Gates says high school degree no longer enough (Reuters)

BOSTON (Reuters Life!) – A high school diploma is not enough to secure the best paying and most interesting jobs, said Microsoft Chairman Bill Gates, who dropped out of Harvard University to build his computer company.

"Every student needs a meaningful credential beyond high school," said Gates, who spoke at an education and employment conference sponsored by the civil rights group the National Urban League.

"Higher education is crucial for jobs," he said, adding that education is an equalizer in society and is the key to getting urban America back to work and fighting poverty.

Gates said he believes college should be "for almost everyone," but that parents, teachers and entire communities need to help make those opportunities available.

Despite dropping out of college in his third year, Gates credited his own education, supportive parents and great teachers with his success.

"Our public schools range from outstanding to outrageous and where a child's school is located on that spectrum is a matter of luck," he said. "When it comes to education, we should replace luck with equity."

Getting the most effective teachers into the classrooms and using their best practices to help other teachers improve is critical to making that happen, he said.

Teacher improvement should include feedback from peers and students, to some degree test scores, and even video analysis from the classroom, according to Gates.

Gates, who said there can be good schools in even the poorest neighborhoods, pointed to some charter schools forging a path with less money and better results.

"It's not about throwing money at the problem," said Gates.

"It's about the way the teachers are picked. It's about the way the teachers are encouraged. It's about the culture of the school, the high expectations," he added.

(Reporting by Lauren Keiper; Editing by Barbara Goldberg and Greg McCune)


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Sen. Shelby questions education grant competition (Reuters)

WASHINGTON (Reuters) – The "Race to the Top" program extends the reach of the federal government too far into states' public schools operations, a leading Republican senator said on Wednesday.

The Obama administration also risks neglecting poorer states by moving toward competitive education funding, Sen. Richard Shelby, the most powerful Republican on the Banking Committee, said at a hearing on education spending.

"I'm concerned that the scoring process for Race to the Top applications essentially mandates which interventions should be used by states and local school districts to improve student achievement," Shelby said.

"The federal government, I believe, should give states the flexibility to implement critical reforms," he added.

President Barack Obama created the competitive Race to the Top program in the 2009 economic stimulus plan to encourage states to adopt unified education standards, implement teaching reforms and foster the spread of autonomous charter schools.

States, eager for education money, competed heavily for more than $4 billion in grants, and the program's popularity led Congress to add $500 million in additional funding. In the budget he proposed in February, Obama suggested expanding it and using it as a model for three new education programs that would reward reforms and achievements.

The Bush administration's "No Child Left Behind" educational funding program, the master plan for federal education spending, has expired and has not been replaced.

At the hearing, Shelby asked Education Secretary Arne Duncan to consider changing the scoring process for Race to the Top. He also questioned the "substantial increase in the amount of discretionary funding that would be competitively awarded" in Obama's budget.

"I'm concerned that replacing formula funding programs with so-called competitive programs will result in the re-direction, obviously, of critical federal funds from smaller rural states to urban areas," said Shelby, of Alabama.

Recently, Republicans in Congress have grown skeptical of competitive grants. House of Representatives Transportation Committee Chairman John Mica has raised similar doubts about the "TIGER" grants that distributed millions from the stimulus plan to smaller transportation projects.

Duncan said his department would look at the scoring process, calling it a "work in progress." He added that new grant programs will make it easier for rural states to apply.

Duncan also said 84 percent of the funding Obama requested in his budget would be distributed by formula, in which money is given equally and automatically to the states.

"The overwhelming majority of our money will always be, will continue to be, formula funding," he said.

Along with worrying that Race to the Top injects too much into the daily workings of schools, the program's critics have said its emphasis on charter schools, which can be operated by private corporations, can hurt public education.

(Reporting by Lisa Lambert; Editing by Dan Grebler)


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Michigan appeals striking of affirmative action law (Reuters)

CHICAGO (Reuters) – Michigan's attorney general on Friday appealed a federal appeals court decision that struck down a law banning affirmative action in college admissions.

The 6th U.S. Circuit of Appeals, in a 2-1 decision July 1, found that an amendment to the Michigan constitution impermissibly burdens racial minorities.

Michigan Attorney General Bill Schuette Friday requested that all 16 judges on the 6th Circuit court rehear the case. The law, known as the Michigan Civil Rights Initiative, will stay in effect pending a final decision by the court.

"It's absurd to conclude that banning racial discrimination somehow perpetuates racial discrimination," said Schuette, in a statement. "It simply defies common sense."

George Washington, a Detroit attorney who represented a civil rights group opposing the law, has said Michigan universities already give special consideration in admissions to certain groups of students, including those from rural backgrounds, those with lower incomes, and veterans.

What the law does is prohibit racial and ethnic minorities from asking for the same consideration in admissions as other groups, Washington said. He expects the case to eventually reach the U.S. Supreme Court.

Schuette said the 6th Circuit ruling conflicts with earlier rulings of the same court, and is in conflict with rulings by the 9th Circuit Court of Appeals and the California Supreme Court, which upheld a nearly identical California ban on racial and gender preferences.

The fight over affirmative action policies at Michigan's public colleges and universities began in the 1960s and 1970s, when African-American and other minority students first successfully lobbied for the policies' adoption.

The U.S. Supreme Court held in 2003 that universities cannot establish quotas for members of certain racial groups, but may consider race or ethnicity as a "plus" factor along with others.

The Michigan law was approved by voters in 2002 and upheld by a separate three-judge panel of the 6th Circuit in 2006, according to Schuette.

(Editing by Jerry Norton)


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Sunday, July 17, 2011

Six percent of D.C. public school employees get separation notes (Reuters)

WASHINGTON (Reuters) – The District of Columbia Public Schools has notified 413 employees of their separation as the result of IMPACT evaluations, the DCPS said on Friday.

IMPACT evaluates teacher performance based on student achievement, instructional expertise, collaboration, and professionalism. Other employees are assessed based on criteria specific to their jobs.

The 413 represent just over 6 percent of the 6,500 total DCPS employees. DCPS issued separation notices based on performance and on noncompliance with licensing requirements for the 2010-2011 school year, according to a DCPS statement.

All employees who received separation notices will have the chance to resign, appeal, or retire, if eligible.

IMPACT evaluates approximately 6,500 employees of DCPS, which educates more than 47,000 students in 126 schools in Washington, D.C.

The evaluation system was introduced at the start of the 2009-2010 school year.

Employees receive one of four IMPACT ratings -- highly effective, effective, minimally effective, or ineffective - for the year.

For 2011, DCPS notified 309 employees that they will be separated due to low performance ratings, and 104 employees because they had not complied with licensing requirements.

Twenty-one teachers are being "moved out" after completing their placements because they were unable to find permanent positions in the school system, according to DCPS.

About 4,100 of the 6,500 employees evaluated under IMPACT are part of the Washington Teachers' Union. Roughly 3,400 of these are teachers.

UNION CONCERNS

"Some subgroups of that total concern me," WTU President Nathan Saunders told Reuters -- referring to the 21 teachers being 'moved out' -- "particularly a group of teachers who were deemed effective or highly effective under the system and terminated because they could not find a placement within their public school system, while DCPS goes out and hires new teachers."

According to Saunders, it costs approximately $40,000 to move a teacher of employment.

"And when you have 21 individuals moved out of individual employment when you don't have to, it suggests that you just wasted $100,000."

In 2011, 1,213 employees won the top rating of highly effective, as compared to 1,499 in 2010, according to IMPACT results.

WTU members who earned the top rating qualify for performance bonuses of up to $25,000. Two-hundred-ninety WTU members were top-rated for the second year in a row, making them eligible for base salary increases of up to $20,000, in addition to the annual performance bonus.

Nearly 60 percent of WTU members who received the lowest rating last year and decided to stay in the system improved their rating.

"Great teachers are critical to our success," DCPS Chancellor Kaya Henderson stated in Friday's announcement.

Henderson succeeded former chancellor Michelle Rhee, who created the IMPACT evaluation system, which some saw as a needed reform to improve educational quality and others as damaging to teacher morale.

Rhee resigned in October after the mayor who backed her changes was defeated in an election where they were a major issue.

"The ultimate potential effect of this system might be to drive effective teachers out of the system as opposed to bring them in," said Saunders. "In the second year of IMPACT we now can see that you can be effective or highly effective and be terminated."

"And that is problematic, not for 6 percent of the D.C. public school workforce, but 100 percent of the D.C. public schools workforce."

(Editing by Jerry Norton)


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Schooled in austerity, students reluctantly borrow (Reuters)

WASHINGTON (Reuters) – When Emi Young decided to attend Pomona College in California a few years ago, she broke with a tradition as closely associated with U.S. universities as fraternity parties and cramming for final exams.

Young did not take out one dime of student loans.

Moreover, she preferred Pomona to other schools because it does not include loans in the financial aid packages offered to students, solely supplying grants and student employment.

"I don't necessarily want to feel completely tied down in what I do with my education because of the debt I come out with," said the politics and philosophy major who starts her third year this fall, and has her sights set on law school.

Like many young people across the country, Young is nervous about starting her career with the baggage of debt. Last summer, a how-to guide on getting through college without loans by University of Massachusetts student Zac Bisonnette called "Debt-Free U" shot to the list of top 20 bestsellers on Amazon.com the day it was released.

For many who came of age during the financial crisis and deepest economic downturn since the Great Depression, blindly borrowing for an education makes little sense, especially when they are not certain they will find work after graduation.

But the very factors that made them debt-averse may make them debt-dependent.

"It's kind of like this dichotomy: There's this anecdotal evidence...that students and families are averse to taking out debt," said Justin Draeger, President and CEO of the National Association of Student Financial Aid Administrators. But, "we are seeing more students having to borrow."

States, only now beginning to recover from the collapse of their revenues in the 2007-09 recession, have slashed higher education funding, causing tuition to balloon at public universities, long considered the best bargain. Many have also cut the grants they offer to offset education expenses.

The federal Pell Grant program has also pulled back to comply with the Congressional budget deal struck this spring.

Then, there is unemployment. Students may not be able to work their way through school and parents who are laid off may not be able to help foot the costs. And as the long-term unemployed return to school, they create competition for lecture hall seats and money.

The stock market, meanwhile, devastated college savings.

"I wasn't necessarily looking at the financial crisis and saying, 'I'm trying to learn the lessons of these people,'" Young said. "I do know that when I was first applying and in the first year of college, with all of the financial crisis going on, the savings we'd put away - the investments - dropped to half their value. If I was able to wait, the values of those accounts would go up again."

THE PAYMENT BURDEN SHIFTS TO PARENTS, STUDENTS

To cope, many students turn to federal loans. In the 2009-10 school year, 35 percent of all undergraduate students took out a federal Stafford student loan, compared to 23 percent 10 years before, Draeger said. Students may also use private loans and parents can take federal "PLUS" loans.

Paying for college has usually involved many parties, Draeger said, including universities themselves pitching in.

"We're seeing this gradual shift in the burden for paying for college to individual students and families and the way that students do this is through loans," he said. "One of the things that may have come out of this recession and jobless recovery is price sensitivity...On top of that, they're looking for how much bang they're going to get for their buck."

When the United States was in the throes of recession the College Board, which administers the standardized U.S. university entrance exam known as the SAT, conducted studies on how to make college more affordable.

Anne Sturtevant, the board's director of enrollment services and access initiatives, said students wanted to make federal loans more available but questioned an increase lending.

They were worried people would take out too much debt or use loans for unrelated expenses. They had seen college graduates laid off and were nervous about repayment. Then there were questions about the country's finances.

"'How's the federal government going to pay for this? Raise taxes?'" respondents asked, according to Sturtevant, explaining that their families could not afford to pay more taxes.

The average borrower in the 2009-2010 school year took out $8,008 in federal loans, an 11.7 percent increase from the 2006-07 school year, before the bursting of the housing bubble triggered the financial crisis, College Board data shows.

"I'm getting an increasing number of calls," said Mark Kantrowitz, who, as publisher of the financial aid and university assistance sites Fastweb.com and FinAid.org, encounters many families with college age students. "Parents are losing their jobs -- one-sixth of parents of undergrads have lost their jobs in the last year."

In a recent survey, he found 24 percent of students who had planned to go to private schools switched to public ones. Even at public universities, they face money stresses.

"The states are in financial difficulty, as they are at the end of every recession. One, they cut appropriations to the public colleges," he said, pointing to the University of California system.

On Thursday, the system's regents hiked tuition 9.6 percent to cover part of the $1 billion shortfall created by state cuts. That was on top of an 8 percent rise approved earlier.

States are also reducing grants they give to students, Kantrowitz said. Connecticut, Kentucky, Oregon, South Carolina and Tennessee have made their grants "first come, first served," which means "they're awarding the money until it runs out," he said.

Oregon said its grant funds were exhausted "due to an unprecedented rise in enrollment" as well as budget cuts. Illinois moved its application deadline up to March this year, the earliest in state history. Others capped grant awards.

According to the National Conference of State Legislatures, 21 states reduced funding for higher education in their budgets for this fiscal year, which for most started this month.

Changing borrower attitudes may not herald the death of the student loan but they have forced reforms. For example, starting in October schools must post the net price of an education at their institutions, which is the difference between price of attendance and the median grant aid awarded.

"The key is not to try to eliminate entirely. Realistically, most students won't be able to," Kantrowitz said. "I haven't seen them become debt averse so much as sensitive to over-borrowing."

(Additional reporting by Linda Stern; Editing by Andrew Hay)


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Thursday, July 14, 2011

Manufacturers struggling to find skilled workers (Reuters)

WASHINGTON (Reuters) – U.S. manufacturers cannot find skilled workers despite high unemployment, which means there is a need to align the nation's higher education system with the requirements of industry, lawmakers were told on Tuesday.

Georgetown University public policy professor Harry Holzer told a congressional hearing on manufacturing that although the sector had lost more than two million jobs during the past four years and unemployment was high among factory workers, companies were still having difficulty filling vacancies.

"The ratio of job vacancies to new hires in manufacturing is higher than we find in any other major industry group, suggesting that employers are having some difficulty filling their newly created jobs," said Holzer.

This implies that part of the unemployment problem confronting the economy is structural and will require gearing higher education to the needs of industry and encouraging companies to fully embrace on-the-job training.

Two years after the end of the 2007-09 recession, about 14.1 million Americans are still out of work. In June, 44 percent of them had been unemployed for six months and more.

The economy has regained just under 2 million of the more than 8 million jobs lost during the downturn. Job growth has stalled in the last two months, with employers increasing payrolls by only 43,000.

"On its own, our system of higher education will not produce enough skills needed by American workers to prosper. Our education and work force systems largely operate in isolation from one another," said Holzer, noting that dropout rates among college students were quite high.

UNABLE TO FILL SOME POSITIONS

BTE Technologies President Chuck Wetherington also told lawmakers his company had been unable to fill some positions.

"My job is getting a bit more technical. There are some micro and macroeconomic issues. Occasionally we have to recruit from abroad. There is a mismatch between skills and workers," said Wetherington.

Manufacturing has evolved from requiring very little skills many years ago, which guaranteed high school drop-outs a job, into a highly skilled and specialized industry.

Its dominance in the U.S. economy has waned over the years as manufacturers relocated to low-wage countries, mostly in Asia. Manufacturing's share of gross domestic product has dropped to about 11.2 percent now from 17 percent in 1989.

Factory jobs constitute about 9 percent of overall employment. Still, manufacturing is driving the economy's recovery from its worst recession since the 1930s.

The Obama administration and lawmakers from both sides are pushing for manufacturing to regain its key role in the U.S. economy. With wages in countries like China rapidly rising, some companies are starting to make the slow trek back home.

"I am convinced that if we do not make a concerted effort to produce the work force needed by manufacturers that it will mean nothing less than giving up on much of the middle class, throwing in the towel on 'Made in the USA', and accepting that everything we buy will be made somewhere else," said Democratic legislator Daniel Lipinski.

But his Republican counterparts accused the government of policies that they say have stunted factory jobs.

They singled out National Labor Relations' decision in April to file a complaint against Boeing Co (BA.N) for setting up a new non-union 787 assembly plant in South Carolina.

"If President Obama is serious about relieving unemployment, he should act now to reverse his administration's confidence-shattering, job-destroying regulatory policies," said Republican Kevin Brady.

(Reporting by Lucia Mutikani; Editing by Dan Grebler)


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Wednesday, July 13, 2011

Nelnet buys residual interest in federal student loan (Reuters)

(Reuters) – Nelnet (NNI.N) said it bought a residual interest in $1.9 billion of federal student loan from an affiliate of Greystone & Co Inc.

The student finance company acquired the interest in notes issued by GCO Student Loan Interest Margin Securities Trust-I (GCO SLIMS Trust-1), giving the company rights to the residual interest in GCO Education Loan Funding Trust-I.

The company expects the purchase to add immediately to base net income.

Nelnet said the loans and debt within the trusts will increase its student loan portfolio to more than $25 billion.

(Reporting by Anil D'Silva; Editing by Don Sebastian)


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Friday, July 8, 2011

Minnesota shutdown, impasse draws debt downgrade (Reuters)

MINNEAPOLIS (Reuters) – Minnesota's government shutdown reached a seventh day on Thursday with no end in sight, and a major debt rating agency stripped the state of its AAA bond rating citing the budget battle as a reason.

Democratic Governor Mark Dayton and Republican legislative leaders met over the education budget and House Speaker Kurt Zellers and Senate Majority Leader Amy Koch called the governor's latest proposals "incredibly disappointing."

Minnesota state government has been shutdown since Friday, when the political adversaries failed to reach a budget deal to address a $5 billion deficit before the new fiscal year began.

The public positions by Minnesota's leaders have echoed differences in Washington and several other states. But Minnesota is the only state where the government shut down.

President Barack Obama's pronouncement on Thursday that nothing would be done until everything was done on a deal to raise the U.S. debt ceiling was very similar to Dayton's position on Minnesota state budget negotiations.

Before the shutdown began, Dayton and Republican leaders had imposed a "cone of silence" over budget details under negotiation. That has ended since talks resumed on Tuesday.

On Wednesday, Dayton released details of two options he proposed to close a roughly $1.4 billion gap between his budget proposal and the $34.2 billion plan Republicans have proposed.

Dayton offered proposals for either a temporary income tax increase on people making more than $1 million per year or a $1 per pack tobacco tax increase along with healthcare surcharges and a delay in school aid payments.

Republican leaders responded that a tax increase of any kind was off the table. Both sides also have acknowledged they have education and health policy differences to negotiate.

Fitch debt ratings agency mentioned the budget impasse as one reason for slashing the AAA bond rating, which is the highest rating possible.

"The context of budget decisionmaking has become increasingly contentious over time," the ratings agency said.

Minnesota Management and Budget Commissioner Jim Schowalter said the downgrade would increase state borrowing costs and indirectly impact interest rates for other public entities including cities, counties and schools.

"For years Minnesota has prided itself on having constructive, responsive public solutions but in the eyes of the marketplace, we are slipping," Schowalter said.

Also on Thursday, a bipartisan panel formed by former Vice President Walter Mondale and former Republican Governor Arne Carlson released an independent budget plan that much more closely resembled the governor's proposals than Republicans.

The panel recommended a budget of about $35.4 billion with a temporary 4 percent across the board income tax increase.

The proposal also included an alcohol tax increase, raising the cigarette tax by more than a $1 per pack to match Wisconsin's, adding a human services surcharge and delaying school aid payments.

Minnesota's government shutdown is much broader in scope than a nine-day impasse in 2005 under then-governor and now Republican presidential candidate Tim Pawlenty.

More than 20,000 of Minnesota's 36,000 state employees have been furloughed in the shutdown, leaving sparse staffing at several departments. Dozens of state funded road construction projects have been suspended as was the state lottery.

In the case of the state Department of Natural Resources, for example, state parks lose $1 million per week in revenue from visitors, and fishing license sales have been suspended, putting pressure on resorts and outfitters as well.

State parks, closed at night during the shutdown, also have reported mostly minor but widespread damage, from graffiti to broken locks and gates.

Prisons, state police patrols and nursing and veterans homes and other critical services have been maintained.

(Reporting by David Bailey in Minneapolis, Andy Greder in Pine City, Minnesota, and Andrew Stern in Chicago; Editing by Greg McCune and Diane Craft)


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Reading, writing, rollbacks as stimulus ends (Reuters)

RACINE, Wisconsin (Reuters) – The public school system in this city hugging the shore of Lake Michigan is running low on money and options for educating its 21,000 students as federal stimulus cash dries up.

Anticipating this summer's end to the $10 million boost it received from the stimulus, Racine Unified held a referendum in April asking to replace some of the lost cash with local property tax dollars. Voters said no.

Facing its own budget troubles, Wisconsin is slashing more than $16 million in state funding for the district, and a state-imposed voucher system could drain even more money if parents pull students out of the district.

With the recession decimating the coffers of states, cities and schools and pushing up the unemployment rate, the government in 2009 began pouring $830 billion into the economy in the hope of creating or saving jobs like those of teachers.

Now that the flood of federal money has ended, cities and school districts like Racine must come up with new ways to cover expenses for the most basic services, including policing, healthcare, schooling and other day-to-day operations.

Racine Unified adhered to a main stimulus tenet of preserving jobs and also made one-time investments with the funds, according to David Hazen, the district's chief financial officer.

But now it must lay off about 60 employees, mostly teaching assistants, as part of its plan to close a projected $25 million budget deficit that depended mainly on salary freezes and higher employee contributions to healthcare and pensions.

"I'm just envisioning the worst," said Michael Anton, president of Racine Unified's parent teacher association council. "What I see is larger class sizes and staff being stretched to the max."

Milwaukee Public Schools, Wisconsin's biggest district, said that in anticipation of state cuts and the end of federal stimulus dollars, its fiscal 2012 budget eliminated almost 1,000 jobs, closed 12 schools, dropped most funding for new textbooks and decreased summer school options. Last week, the school system said it sent out layoff notices to 519 workers, including 354 of its 5,474 teachers.

Parents, teachers and administrators in other districts across the country are having the same negative vision for the new school year starting in a few months. Few places can make up for the loss of the $135 billion state fiscal stabilization fund that was included in the stimulus plan mostly for education and few have other places to turn.

"The end of stimulus funding is now coupled with cuts in state education aid and the decline in local revenues," said Deborah Rigsby, federal legislation director for the National School Boards Association. "You've got those three things going and then, number four, there's the uncertainty of the federal appropriations process."

States contribute 48 percent of funding for primary and secondary education, while the federal government pitches in about 8 percent, according to Fitch Ratings. School districts "have little if any control over revenue raising," the agency said in a report highlighting state aid cuts as a risk to districts, which largely rely on local property taxes for the remainder of their funding.

Even districts with the authority to raise local taxes may not be able to increase revenue due to declines in property values and voter resistance to tax hikes, Fitch added.

CUTS, CUTS, CUTS

"Most of the conversation is about how it impacts teachers, and that's real easy -- they're going to lose jobs," said Dennis Van Roekel, president of teachers union the National Education Association. "The real impact is on students. The educators who are laid off will just not go to work, but the students will still have to go to school."

Ultimately, he said, students will receive less individual attention and instruction, as their class sizes swell and school supports such as nurses and librarians vanish.

"It's a dark picture for school funding," wrote the American Association of School Administrators in a report.

"We're just trying to educate students with high needs with less money than other districts that don't have as many high-need students because poverty is linked to performance unfortunately," Racine's Hazen said about the district, where the unemployment rate is higher than the state average.

He said class sizes in the district's six preschool to fifth-grade schools may rise to 28 from a previous maximum of 25.

The school board is considering a lawsuit against Wisconsin that would claim the state's new two-year budget creates unconstitutionally unequal funding among districts.

"The state budget problem is being borne by urban districts -- they're the ones losing the state aid. Suburban districts that are not losing state aid are afforded property tax relief. The result is disequalizing," Hazen said.

Schools have moved from making more moderate budget moves, such as adjusting thermostats, to "cuts and reductions in budget areas that directly impact student achievement: programs and personnel," according to the school administrators survey.

The group, which represents school system leaders such as superintendents, previously found that a growing number of districts consider themselves inadequately funded and almost all -- 82 percent -- expect cuts in state and local revenues for next school year.

STATE CUTS COLLIDE WITH STIMULUS END

Colorado has slashed public school spending by $227.5 million, dropping the average per pupil funding in the state by $346 to $6,468 in the coming school year from $6,814 in fiscal 2011 when federal stimulus dollars were used to prop up spending, according to Leanne Emm, assistant commissioner for public school finance at the state's education department.

Governor John Hickenlooper recently said the decision was made only after the state had "cut everything that you can cut" in other areas.

"Look, nobody wants to cut education, right? There is not a single governor in America that went through the grief of an election to come in and say, 'All right, we have to make all these cuts.' Well, this is the world we live in," he said.

Some districts are chopping hours or days off schedules. Even in South Dakota, where the recession was relatively mild, many schools will be open only four days a week.

Public education has long inflamed disputes at every level of government, and possibly no fight is more persistent or rancorous than how to fund it. Both primary and secondary education typically take up 40 percent of a state's budget, according to the Center on Budget and Policy Priorities.

States often consider schools sacrosanct in drafting budgets, but as the recession and housing crisis caused an historic revenue collapse almost all had to consider trimming education. According to CBPP, a think tank that tracks their fiscal conditions, at least 34 states have cut funding for schools and 43 for higher education since 2008.

The federal government stepped in with the 2009 stimulus plan. Last summer, as the stimulus money was largely spent, Congress allocated another $10 billion for education jobs.

That money was absorbed quickly and by February school districts were laying off workers. The future of education in America still looks austere.

Nearly three-quarters of school districts in the United States will cut jobs for the Fall term, according to the school administrators group, which projects that 227,000 education jobs for the 2011-12 school term are "on the chopping block."

(Additional reporting by Lisa Lambert in Washington; Editing by James Dalgleish)


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Saturday, July 2, 2011

Court strikes Michigan ban on use of race in college admissions (Reuters)

CHICAGO (Reuters) – A federal appeals court on Friday struck down a Michigan law that banned affirmative action in college admissions, creating the possibility of a Supreme Court battle.

The 6th U.S. Circuit of Appeals, in a 2-1 decision, found that Proposal 2, a 2006 amendment to the Michigan constitution, "unconstitutionally alters Michigan's political structure by impermissibly burdening racial minorities."

The Michigan Attorney General's office was not immediately available for comment. It is possible the office could ask the entire 6th Circuit to review the case.

Appellate Court Judge R. Guy Cole wrote in the majority decision that the U.S. Supreme Court has twice held that the equal protection clause in the U.S. Constitution does not permit the kind of political restructuring caused by the Michigan law.

In her dissent, Appellate Judge Julia Smith Gibbons wrote that Proposal 2 does not draw distinctions on the basis of race but "in fact, it prohibits them."

The fight over affirmative action policies at Michigan's public colleges and universities began in the 1960s and 1970s, when African-American and other minority students first successfully lobbied for the policies' adoption.

The U.S. Supreme Court held in 2003 that universities cannot establish quotas for members of certain racial groups, but may consider race or ethnicity as a "plus" factor along with other factors.

Proposal 2 banned sex and race-based preferences in public education, public employment and public contracting.

(Writing by Mary Wisniewski, Editing by Jerry Norton)


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Schools teach disabled life skills (Reuters)

MAPLEWOOD, New Jersey (Reuters Life!) – Calculating the best-priced cookie dough may be a small challenge for the executives of Diamond Enterprises, but making eye contact while paying the cashier is an enormous one.

Diamond Enterprises is a sandwich, salad and snack business run by students with autism and severe learning disabilities at a high school in the state of New Jersey. This year it filled 700 orders, most placed by teachers.

The program at Columbia High School in Maplewood is among a wave of innovative programs in public schools throughout the United States that go beyond the traditional classroom to develop life skills among special-education students.

Special-education students can have difficulty with human interaction, so learning manners and acceptable behaviors such as eye contact is less of a social nicety and more of a survival skill.

"The social piece is at least as important as learning to read and do math," said Eugene Porta, a teacher who oversees the nine students running Diamond Enterprises. "We need to help them develop skills to function in the community."

Tallying up orders and making sales for Diamond Enterprises instills business acumen, but a more valuable lesson also may be the teamwork and interaction that most workplaces require but is often absent from the lives of disabled students.

"We really try very hard to make what's out there in the working world come into the classroom," Porta said. "If it doesn't lead to a job, then at least it will mean gaining independence. We want them to be accepted by people in the community."

LEARNING TO LIVE INDEPENDENTLY

The number of U.S. children with developmental disabilities has been climbing over the past decade, reaching nearly one in six, and the fastest growth rate is among those with autism, according to the Centers for Disease Control and Prevention in Atlanta.

At the same time, a study this month criticized the lack of services for adults with intellectual and developmental disabilities, such as group homes or job opportunities. The vast majority are unemployed and live with aging parents, who rarely plan for new living arrangements as they grow older.

That makes it all the more important for special education students to learn skills that will give them their best chance to find and hold a job and live independently.

Special education students in Pittsburgh, in an internship program that embeds them with local businesses, drill in such skills as saying "hello" when entering a room, initiating a conversation and asking for help, said Ashley McFall, the program's transition coordinator.

In Cincinnati, Project Search teaches students not just the technical skills to be a receptionist or cashier but "soft skills" such as waiting for people to exit before entering an elevator, maintaining proper personal space and how much food to eat at a buffet, said Erin Reihle, a program organizer.

In Maplewood this month, an order for two trays of cookies put Diamond Enterprises in high gear, starting with a trip to a grocery for cookie dough. After a few false starts, the group found its way to the refrigerated aisle, and Tristan Williams, 15, held a package of dough over his head like a trophy.

"You get 24 cookies for $3.89 and 29 for $4.99. Which is a better price?" Porta asked the students.

"Shantea!" the students immediately called on the group's acknowledged math whiz. She recommended the 24-pack.

Tristan pushed the cart to the self-checkout line, where he scanned the purchase but was thrown a curveball when the machine refused payment and insisted he pay a cashier instead.

Keeping his gaze down, Tristan handed the cashier a $20 bill and dashed back to the machine for further instructions.

He read carefully aloud, "It says 'Pick up your change from the atte, atte..." "The attendant!" his classmates shouted.

He dashed back to the cashier for his change. Meeting her eyes for a split second, he mumbled, "Thank you." Then he headed out the door toward the headquarters of Diamond Enterprises.

(Editing by Ellen Wulfhorst and Greg McCune)


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Minority U.S. schools have inexperienced teachers: report (Reuters)

WASHINGTON (Reuters Life!) – U.S. schools with African-American students are twice as likely to have teachers with little experience as majority white schools in the same district, according to new data released on Thursday.

The recently expanded Civil Rights Data Collection is a biennial survey of differences in educational opportunities and resources.

"For the first time we have an incredible new source of data that tells us where opportunity gaps are in ways we have never seen before as a country," said Assistant Secretary for Civil Rights Russlynn Ali on a conference call.

The first part of the data released by the Department of Education contains demographic enrollment data from about 7,000 school districts, or every district that serves more than 3,000 students, answering questions such as who has access to kindergarten, advanced math and science courses, and guidance counselors.

Part two of the data, to come in the autumn, is expected to feature a more robust tool to search multiple queries simultaneously and analyze results. This will include information such as numbers of students passing algebra, taking Advanced Placement tests, and discipline data.

The expanded survey included 1,000 more school districts than in the past and includes new indicators and improved methodologies, according to Ali.

The group has been approved to collect data on every school district in America in the next study, Ali said.

(Reporting by Wendell Marsh; Editing by Greg McCune)


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Italy promotes vocational education to match youth with jobs (Reuters)

ROME (Reuters) – Recruiters at Italian defense and aerospace firm Finmeccanica have jobs to offer but can't find the right people, despite high youth unemployment in the euro zone's third-largest economy.

Jobs come up in Italy in production, logistics, aircraft fitting and maintenance, but personnel manager Francesco Mantovani says the education system often fails to supply enough competent candidates.

"It's difficult to find the technicians we need," he said. "It's above all an issue of quality."

A new system of university-level technical training is due to be launched this year to help bridge the gap that threatens Italy's productivity and competitiveness, and to try and overcome a cultural bias against vocational education.

A mismatch between education choices and the skills Italian businesses need has led employers' groups to complain they lack 110,000 qualified technicians every year, while more than a quarter of young people are out of work.

He said that they have fewer problems in other countries where they operate such as Britain and France.

But convincing young people of the appeal and prospects of a technical education may be a long struggle due to the prestige attached to intellectual work and common views that humanities courses are broader, easier and more interesting.

"I prefer a more general education, technical courses are too specialized," said Jacopo Cenciotti, a 25-year old student of communication. "I like talking to people whereas I think technical jobs are more individual manual work."

CULTURAL PROBLEM

To try and help more people gain needed skills, 58 higher education institutes plan to start offering two-year technical courses this year leading to a diploma. They are modeled on Germany's Fachhochschulen and France's Instituts Universitaires de Technologie (IUTs).

More than 30 percent of Italian graduates between 25-34 years old are unemployed, but poor prospects are not enough to put students off their favorite subjects, and many avoid technical courses because they think they are too difficult.

"I can't get to grips with technical stuff, it's useless trying," said 21-year-old Fabio Colace.

Even people who are more inclined to manual work at a young age are often persuaded into the more traditional route of high school and then university, as opposed to technical training leading straight to a job, due to academic prestige.

"It's a cultural problem, a widely diffused view that technical education is lower in the hierarchy of studies," said Alberto Barcella, who deals with school and education issues for Italian business group Confindustria.

More than half of Italian graduates are in the humanities and social sciences field, a higher rate than in most of its Western European peers, according to the European Union statistics agency Eurostat.

Italy has a rich tradition of skilled trades of all kinds and a host of highly regarded engineering firms but business leaders fear not enough skilled labor is being replaced by younger generations.

With one of the world's lowest birthrates and an aging population, Italy's standing as the second manufacturing producer in Europe after Germany is at stake, said Barcella.

He said recruitment from abroad was limited because Italy's mostly small and medium sized companies lack the experience and know-how for hiring foreign labor.

Eurostat figures show the number of tertiary-level graduates in science and technology per 1000 inhabitants in their 20s is about 11 in Italy, compared to 18 in Britain, 20 in France and an EU average of 14.

Only two thirds of Italian graduates under 35 are working, compared to nearly 90 percent in Britain, Germany and France, according to figures from research institute Censis.

HUMAN CAPITAL

About 22 percent of Italian graduates studied science and engineering, Eurostat figures show, slightly below rates in France and Germany. But Italy also lags in the development of technical training as an alternative route to university.

Mantovani said about half of managers surveyed within the Finmeccanica group were not fully satisfied with people selected for technical roles due to lacking skills, and they had to invest a lot in extra training for employees.

"A better solution would be to carry out this training before they join the firm," he said.

That is the aim of the new technical courses.

Until now, advanced technical education in Italy has been limited to shorter, temporary courses launched by local authorities and lacking appeal and prestige for students, organizers of the new scheme said.

About 14 percent of all Italians hold a tertiary degree, half the average of developed countries in general. The technical diplomas should increase the number of people finishing higher education.

Students will learn skills for sectors such as sustainable transport, energy efficiency or export products. A third of the course will be spent working within a company such as Finmeccanica, which is cooperating with several courses.

The Organization for Economic Cooperation and Development says the plan could help boost productivity in one of the euro zone's most sluggish economies.

"This kind of institution should help develop the kind of human capital needed," said OECD economist Paul O'Brien.

Student unions have welcomed the new links with business but say education needs to maintain a degree of autonomy and that the curriculum of technical schools should be broadened to keep young people's options open.

"Education is not just a direct channel to the world of work, it is also about knowledge and knowledge is not only linked to work," said Mariano Di Palma from the Students' Union.


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Friday, July 1, 2011

Report: Majority black schools have inexperienced teachers (Reuters)

WASHINGTON (Reuters) – Schools with African-American students are twice as likely to have teachers with little experience as majority white schools in the same district, according to data released by the Department of Education on Thursday.

The recently expanded Civil Rights Data Collection is a biennial survey of differences in educational opportunities and resources.

"For the first time we have an incredible new source of data that tells us where opportunity gaps are in ways we have never seen before as a country," said Assistant Secretary for Civil Rights Russlynn Ali on a conference call.

The first part of the data released on Thursday contains demographic enrollment data from about 7,000 school districts, or every district that serves more than 3,000 students, answering questions such as who has access to kindergarten, advanced math and science courses, and guidance counselors.

Part two of the data, to come in the Fall, is expected to feature a more robust tool to search multiple queries simultaneously and analyze results. This will include information such as numbers of students passing algebra, taking Advanced Placement tests, and discipline data.

The expanded survey included 1,000 more school districts than in the past and includes new indicators and improved methodologies, according to Ali.

The group has been approved to collect data on every school district in America in the next study, Ali said.

(Reporting by Wendell Marsh; Editing by Greg McCune)


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Indiana teachers sue to halt school voucher program (Reuters)

CHICAGO (Reuters) – The Indiana State Teachers Association on Friday filed suit against the state, asking a court to block implementation of the country's largest private school voucher program.

"There is no question that this law violates the provisions of the Indiana Constitution that protect taxpayer dollars from being funneled to private, religious and for-profit organizations," said Teresa Meredith, a teacher in the Shelbyville Central Schools and a plaintiff in the case.

The Indiana program, signed into law by Republican Gov. Mitch Daniels on May 5, allows eligible low-income and middle-income families to use taxpayer dollars to send their children to private schools.

Vouchers tend to be popular with conservatives, but unpopular with teachers' unions, who view the programs as a way of draining money from already struggling public schools. State-wide programs in Arizona, Florida and Colorado were struck down as unconstitutional by state supreme courts, according to the National Conference of State Legislatures.

Gov. Daniels said in a statement that the bill was drafted with state and federal constitutional law in mind, and that the teacher's organization will lose.

"There the union goes again, putting their financial self-interest ahead of the interests of children and Indiana's low income families," Daniels said.

The Daniels administration has argued that the program gives more choices to parents, and compared it to public aid for private universities.

Meredith said the law will result in larger class sizes, more teacher layoffs and fewer programs for Indiana public school students. The union claims the law could cut funds to public schools by up to $65.8 million.

(Writing by Mary Wisniewski; Editing by Greg McCune)


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