The Generation Project: Now Brought to You By the Number 501(c)(3)

Sunday, 15 February 2009 20:42 by Eli Savit

Yesterday, we learned that The Generation Project's 501(c)(3) federal nonprofit status has been confirmed by the IRS!  We've been anxiously awaiting this news since September 2008, and it is huge news for us on at least two fronts. First, federal recognition of our non-profit status means that all donations to The Generation Project are now officially tax exempt.  So, if you've been holding out on us until the IRS had its say (you sandbagger Laughing), you can now donate or pledge a gift

Second, receipt of our 501(c)(3) status means that we are now free to pursue lots and lots of funding for which we were previously ineligible.  Which means that foundation scrilla 'bout to be RAINING on The Generation Project!1 Stay tuned for more exciting news, but until then, here is a video of Big Bird dancing the hula with Snufolufagous.2


1. Actually, it is a lot more difficult to secure foundation funding than all that, and we will be working hard over the next few months to secure support from generous partners.  If you are a potential funder and are reading this, no disrespect.  We're just in a celebratory mood.  We promise we are a staid, professional organization dedicated to expanding educational opportunities for high-need K-12 students.  We would never use terms like "foundation scrilla" anywhere in a professional setting.  If you need further proof as to our good intentions, check with the IRS.  They have granted us 501(c)(3) status.  Booyakasha semi-circular reasoning!

2.This may or may not be the proper spelling of Big Bird's imaginary friend.  Given that he is imaginary, we think that the spelling of his name is more or less a personal construct anyway.  Hopefully you know who we are talking about; if not, you should watch the video.  Snufolufagous is the gigantic muppet who is...well, not a big bird.
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The Rhee Plan is Dead. Long Live the Rhee Plan?

Tuesday, 10 February 2009 17:23 by Eli Savit
Citing changing economic conditions, D.C. schools Chancellor Michelle Rhee announced yesterday that her much-publicized wage proposal to the Washington Teachers' Union is now off the table.  Rhee's original proposal would have dramatically raised teacher salaries in the District.  Starting teachers--who currently earn $40,000 a year--would have earned $78,000 under Rhee's plan, with top teachers earning about $135,000 a year.  In return, teachers would have given up tenure and agreed to have their pay based on measurable performance incentives.  Although Rhee's plan would have given the currently employed by the D.C. public schools the right to opt out of her system--in other words, to keep their tenure and forego the pay raises--new hires would not have been given the same choice.  For this reason, The Economist reported in July that national teachers' unions were leaning hard  on the D.C. union to reject Rhee's proposal, apparently fearing that successful implementation of Rhee's plan would endanger teacher tenure across America.

Yesterday, Rhee said that revised budgetary projections for the D.C. school system were forcing her to scale back her original proposal.  Interestingly, though, much of the money for her wage proposal didn't even come from public funding.  As the Washington Post reports, Rhee's wage proposal was to be financed for four years via a consortium of private funders, at which point the D.C. schools would have taken on the responsibility for the increased wages.  The list of funders that was leaked to the Post read like a veritable who's who of philanthropists: Dell, Gates, Broad, Robinson.  Thus, not only was the Rhee proposal a bold move away from a lockstep, tenure-based compensation model, it was also an extremely interesting foray into public-private partnerships in education reform.

Rhee said yesterday that the private funding for her proposal remained intact, but, given the economic crisis, she had become uncertain as to whether the District could shoulder the increased cost of teacher salaries after the first four years.  Although Rhee is going to submit a revised proposal, it now looks like the chancellor might not be able to (depending on your perspective) a) create a respected class of highly paid inner-city teachers, or, b) smash America's proud institution of teacher tenure.  Still, I hope that Rhee's proposal will be remembered as a historic  private-public collaboration for the benefit of educational reform.  It's becoming increasingly obvious that state and local governments don't even have the money to maintain their current systems, let alone make expensive reforms.  And the revised stimulus package suggests that the federal government is probably not going to swoop in and rescue beleagured school districts, after all. But a lack of government funding doesn't mean that educational reform has to come to an abrupt halt.  Private donors have funded some interesting ventures in public schools during the past few years--witness, for example, the Kalamazoo Promise, which provides free college tuition for kids who attend the Kalamazoo Public Schools.  If beleagured school districts are going to continue down the path of educational reform, they probably are going need money to do so.  And with the state and local government rapidly falling short on funds, it's up to those Americans with funds to spare to act in the best traditions of American philanthropy and invest now in the future of this country. 

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Stimulus spending: Potential salvation for public education?

Tuesday, 10 February 2009 11:25 by Jessica Rauch

The final battle over the stimulus bill has commenced this week and we've taken to our corners. For many the golden stimulus ticket is jobs--green ones, blue ones, a veritable rainbow, really. I cannot disagree that job creation should be a focus of this bill. Part of the education infusion, in fact, is supposed to go to retaining teachers whose jobs are on the chopping block, a win for those of us in the education corner. 

We are all ready to jump into the ring but we must proceed with caution. Instead of just patching crumbling state education budgets we can (and should) use the stimulus money to invest in real, proven solutions that have a chance of narrowing the achievement gap between poor and wealthy children (a gap that has been widening for 20 years). It’s obvious that educating out nation's children, all of them, is more of an investment than a quick employment solution. There are already over 13 million children living in poverty in America and as more children slip into poverty in these trying economic times, we must realize that wasting minds is an act that will keep more families in poverty and further harm our economic stability in the future. We are already losing the international education race. Imagine what will happen if we allow even more students to fall further behind.

Congress and President Obama have decided that salvation is in stimulus spending. If you’re listening, Dept. of Ed, heed this advice: Thou shalt not squander it.

Picture credits: http://media.week.com/images/school%20money.jpg

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On AP Tests and Gifted Students

Wednesday, 4 February 2009 21:46 by Eli Savit

The College Board released statistics today showing that black students across America take Advanced Placement (AP) tests at significantly lower levels than whites, and socioeconomically disadvantaged students take the test at disproportionately low levels as well.  Unfortunately, this news isn't much of a surprise.  In many low-income schools—as well as those that serve high levels of racial minorities—the focus is often on bringing struggling students up to a minimally adequate level of education, not on preparing top students for college-level work. 

Of course, giving all students an adequate education needs to be a priority.  But schools that focus on bringing low-performing students up to speed often wind up neglecting the needs of the gifted and talented students in their population.  Even when schools do maintain classes and programs for gifted students, these programs are often first on the chopping block when money is tight.  With budgetary shortfalls plaguing schools across the country, the tension between catching students up and providing a challenging education for high achievers is unlikely to resolve itself anytime soon.  Federal stimulus dollars are unlikely to help: as today's New York Times editorial points out, the money earmarked for education in the stimulus package is mostly meant to forestall layoffs and programatic cuts.  But as the Times notes, even that won’t happen "if the states adopt the familiar strategy of cutting their own contributions to education...while using federal dollars to plug the hole." More...

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