New York State Letter of Support Race to the Top
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Out of the Abyss of Anger
MENTAL HEALTH NEWSTM YOUR SOURCE OF INFORMATION, EDUCATION, ADVOCACY AND RESOURCES SPRING 2002 FROM THE LOCAL, STATE, AND NATIONAL NEWS SCENE VOL. 4 NO. 2 Out of the Abyss of Anger mor, regulating one’s environ- end up being turned against ment, psychotherapy, medica- themselves in depression, or can tion, etc.). So, you have to be lead to problems with impulse wondering why I am writing control and end up contributing about anger. to legal problems. It seems to me that since Sep- Legal and illegal substances tember 11th, anger, as Emerald are often used to control anger. Lagasse might say, “has been Some people choose opioids as a kicked up a notch.” For the first drug because it helps push away time in all of our lives we have angry feelings, which has re- witnessed terrorism of a monu- sulted in an increase in opioid mental proportion in our own addiction in recent years which backyard. While it is true that may have been further effected we have experienced terrorism in by events of September 11th. Al- our country before, even at the cohol may also suppress and fa- World Trade Center, we have cilitate outbursts of anger, and never seen anything like we have many alcoholics are opioid ad- Anger: The Choice is Yours this past fall. Think of the words Anger: A Candid Discussion dicts as well. Those who are By that have been used since that By addicted to sedative hypnotics date to describe our reactions: are using these drugs as a Richard J. Frances, M.D. -
Lessons from New York's Recent Experience with Capital Punishment
BE CAREFUL WHAT YOU ASK FOR: LESSONS FROM NEW YORK’S RECENT EXPERIENCE WITH CAPITAL PUNISHMENT James R. Acker* INTRODUCTION On March 7, 1995, Governor George Pataki signed legislation authorizing the death penalty in New York for first-degree murder,1 representing the State’s first capital punishment law enacted in the post- Furman era.2 By taking this action the governor made good on a pledge that was central to his campaign to unseat Mario Cuomo, a three-term incumbent who, like his predecessor, Hugh Carey, had repeatedly vetoed legislative efforts to resuscitate New York’s death penalty after it had been declared unconstitutional.3 The promised law was greeted with enthusiasm. The audience at the new governor’s inauguration reserved its most spirited 4 ovation for Pataki’s reaffirmation of his support for capital punishment. * Distinguished Teaching Professor, School of Criminal Justice, University at Albany; Ph.D. 1987, University at Albany; J.D. 1976, Duke Law School; B.A. 1972, Indiana University. In the spirit of full disclosure, the author appeared as a witness at one of the public hearings (Jan. 25, 2005) sponsored by the Assembly Committees discussed in this Article. 1. Twelve categories of first-degree murder were made punishable by death under the 1995 legislation, and a thirteenth type (killing in furtherance of an act of terrorism) was added following the September 11, 2001 terrorist attacks. N.Y. PENAL LAW § 125.27 (McKinney 2003). Also detailed were the procedures governing the prosecution’s filing of a notice of intent to seek the death penalty, N.Y. -
Beyond the Basics Achieving a Liberal Education for All Children
Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion by Chester E. Finn, Jr., and Diane Ravitch Beyond the Basics Achieving a Liberal Education for All Children Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion, by Chester E. Finn, Jr., and Diane Ravitch Published July 2007 by the Thomas B. Fordham Institute The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Ohio, with special emphasis on our hometown of Dayton. It is affiliated with the Thomas B. Fordham Foundation. Further information can be found at www.edexcellence.net/institute or by writing to the Institute at: 1701 K Street, NW Suite 1000 Washington, DC 20006 This publication is available in full on the Institute’s web site; additional copies can be ordered at www.edexcellence.net/institute/publication/order.cfm. TABLE OF CONTENTS INTRODUCTION • Why Liberal Learning. 1 Chester E. Finn, Jr., and Diane Ravitch PART I LIBERAL LEARNING: ITS VALUE AND FUTURE • Pleasure, Beauty, and Wonder: The Role of the Arts in Liberal Education. 11 Dana Gioia • What Do They Know of Reading Who Only Reading Know?: Bringing Liberal Arts into the Wasteland of the “Literacy Block” . 17 E.D. Hirsch, Jr. • W(h)ither Liberal Education?: A Modest Defense of Humanistic Schooling in the Twenty-first Century. 25 David J. Ferrero PART II RESTORING LIBERAL ARTS TO THE K-12 CURRICULUM • Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects. -
BROWN-DISSERTATION.Pdf (1.515Mb)
Copyright by Amy E. Brown 2011 The Dissertation Committee for Amy Elizabeth Brown Certifies that this is the approved version of the following dissertation: Strings Attached: Performance and Privatization in an Urban Public School Committee: Douglas E. Foley, Supervisor Edmund T. Gordon João Costa Vargas Keffrelyn Brown Nadine Bryce Strings Attached: Performance and Privatization in an Urban Public School by Amy Elizabeth Brown, B.A., M.S.T. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2011 Dedication To the Brooklyn public school students, parents and teachers who showed me how to be curious enough to pursue difficult questions, and brave enough to engage the answers. Acknowledgments This dissertation would not have been possible without ongoing support from family members, friends, and teachers, in and outside of LSA. I thank my immediate family, David, Laura and Sarah Brown, as well as my Bubby, Sarah Shumofsky for consistently lending spiritual and physical nourishment, support and encouragement through this journey. Thanks to Frank Alagna and John Meehan for providing me with an incredible Rhinebeck writer’s retreat, where I gained motivation and mental space to see this project through. Although I use pseudonyms for LSA staff, students and families and cannot name them here, they were an invaluable source of friendship and support. I thank my “chosen” family -
College and Career Readiness in Context
COLLEGE AND CAREER READINESS IN CONTEXT Leslie Santee Siskin Steinhardt School of Culture, Education, & Human Development, New York University October 8th, 2013 COLLEGE AND CAREER READINESS IN CONTEXT Leslie Santee Siskin Steinhardt School of Culture, Education, & Human Development, New York University Introduction Three years ago the Board of Regents launched an educational sea change in New York State. The goal of the Regents is very straightforward: all students should graduate from high school with the skills and knowledge necessary to succeed in college and careers. –New York State Education Commissioner John King, in News and Notes, March 2013 The shift in education reform to a goal of college and career readiness for all students is indeed, as Commissioner King describes it, a sea change that has been embraced widely across the country. It has been taken up by the White House; U.S. Secretary of Education Arne Duncan proclaimed President Obama’s new mission for schools “to ready students for career and college—and without the need for remediation” (2010 Address to College Board). It has echoed across district offices, including the New York City Department of Education (NYC DoE), which laid out this new vision as early as 2004 and where Chancellor Dennis Walcott has called for a new standard: “no longer a high school diploma, but career and college readiness.” It is even written on the subway walls, in English and Spanish as NYC DoE ads proclaim: “We’re not satisfied just teaching your children basic skills. We want them prepared for college and a career.” It has penetrated public opinion, even before the subway ads; the intent to go to college is now almost universal among entering high school students and their families. -
Autumn 2004 ✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩ Election ‘04 ✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩ Editorials What’S at Stake on Nov
Westchester Coalition for Legal Abortion-PAC Pro-Choice Voter 2004 VOTING GUIDE VOTE NOV. 2, 2004 ✑ Tear off this yellow Voting Guide. ✑ Save it until Election Day. ✑ Make copies for your friends. ✑ Carry it openly into the voting booth. Our endorsed candidates are listed in BLUE BOXES VOTE ONLY FOR THEM FREEDOM OF CHOICE – VOTE FOR IT! Westchester Coalition for Legal Abortion-PAC © 2004 • 237 Mamaroneck Avenue, White Plains, NY 10605 ProChoice Voter, 300 Martine Ave., White Plains, NY 10601 Please copy and distribute this page to other pro-choice Westchester County Voters. 2004 Voting Guide WCLA Endorsement Policy, 2004 WCLAʼs endorsements are determined case by case. To be considered for endorsement, candidates must return WCLAʼs questionnaire and participate in an interview if requested Westchester Coalition for Legal Abortion-PAC by WCLA. ProChoice Voter Incumbents shall be endorsed over pro-choice challengers if they have consistent vot- ing records and have established a reputation for strong leadership and extra effort in advancing access to abortion and contraception. Non-incumbents will be endorsed if they Candidates endorsed by WCLA are have demonstrated leadership in the community on the issue. To be considered for endorsement, candidates must unequivocally support: highlighted in boxes. Help keep • access to abortion and contraception for all women, unimpeded by laws, restrictions, or regulations; abortion legal and accessible. • strict confidentiality for all reproductive health care; Vote for endorsed candidates. • coverage by public and private insurance of abortion and contraception. Judicial candidates: To be eligible for endorsement, judicial candidates must participate in an interview if requested by WCLA, and neither seek nor accept the Right to Life Party nomination. -
Mss 006 Ferry
RUTH LILLY SPECIAL COLLECTIONS AND ARCHIVES Carol Bernstein Ferry and W. H. Ferry Papers, 1971-1997 Mss 006 Carol Bernstein Ferry and W.H. Ferry Papers, 1971-1997 Mss 006 22.4 c.f. (22 cartons and 1 document box) ABSTRACT Carol Bernstein Ferry and the late W. H. (Ping) Ferry were social change philanthropists who gave away a substantial part of their personal wealth to progressive social change groups, activities, and activists concentrating generally in the areas of war, racism, poverty, and injustice. The Ferrys were also board members of the DJB Foundation, established by Carol’s first husband, Daniel J. Bernstein, which focused its giving in similar areas. The papers, 1971-1996, document the individuals, organizations, and activities the Ferrys supported with their donations. ACCESS This collection is open to the public without restriction. The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. PREFERRED CITATION Cite as: Carol Bernstein Ferry and W. H. Ferry Papers, 1971-1997, Ruth Lilly Special Collections and Archives, University Library, Indiana University Purdue University Indianapolis ACQUISITION Presented by Carol Bernstein Ferry and W. H. Ferry, December 1993. A93-89, A96-33 Processed by Brenda L. Burk and Danielle Macsay, February, 1998. Ferry Finding Aid - page 2 HISTORY Carol Bernstein Ferry was born Carol Underwood in 1924 in upstate New York and grew up in Portland, Maine. She attended a private girls’ school and graduated from Wells College, a small woman’s college near Auburn, New York, in 1945. She moved to New York City in 1946 and worked as a copy editor and proofreader, eventually freelancing in that capacity for McGraw- Hill. -
Beyond the Basics Achieving a Liberal Education for All Children
Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion by Chester E. Finn, Jr., and Diane Ravitch Beyond the Basics Achieving a Liberal Education for All Children Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion, by Chester E. Finn, Jr., and Diane Ravitch Published July 2007 by the Thomas B. Fordham Institute The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Ohio, with special emphasis on our hometown of Dayton. It is affiliated with the Thomas B. Fordham Foundation. Further information can be found at www.edexcellence.net/institute or by writing to the Institute at: 1701 K Street, NW Suite 1000 Washington, DC 20006 This publication is available in full on the Institute’s web site; additional copies can be ordered at www.edexcellence.net/institute/publication/order.cfm. TABLE OF CONTENTS INTRODUCTION • Why Liberal Learning. 1 Chester E. Finn, Jr., and Diane Ravitch PART I LIBERAL LEARNING: ITS VALUE AND FUTURE • Pleasure, Beauty, and Wonder: The Role of the Arts in Liberal Education. 11 Dana Gioia • What Do They Know of Reading Who Only Reading Know?: Bringing Liberal Arts into the Wasteland of the “Literacy Block” . 17 E.D. Hirsch, Jr. • W(h)ither Liberal Education?: A Modest Defense of Humanistic Schooling in the Twenty-first Century. 25 David J. Ferrero PART II RESTORING LIBERAL ARTS TO THE K-12 CURRICULUM • Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects. -
To Download .Pdf
A BACKGROUND PAPER FOR THE HOOVER EDUCATION SUCCESS INITIATIVE The Future of School Accountability DAVID STEINER AND ALANNA BJORKLUND-YOUNG Try to think of an education policy that 1) has been shown, in dozens of studies across multiple decades, to positively affect student outcomes, 2) has the overwhelming support of parents and voters, 3) reinforces many other policies and facilitates quality research, and 4) has been used widely at the district, state, and national levels for decades or more. You might be thinking that such a policy doesn’t exist, and if it did, we’d surely want to keep it around. But the truth is precisely the opposite. Such a policy does exist—it’s called school accountability—yet the powers that be seem increasingly ready to throw it out and leave education to the whims of the all-but-unregulated free market. —Morgan S. Polikoff, “Is Test-Based Accountability Dead?”1 The preponderance of evidence suggests positive effects of the accountability movement Initiative Success Education Hoover in the United States during the 1990s and early 2000s on student achievement, especially in math. —Susanna Loeb and David Figlio, “School Accountability”2 With test-based accountability, distant officials have imposed their preferences on the rest of us. In addition, studies such as the ongoing research of David Grissmer and colleagues indicate that long-term achievement in math and reading depends on a broader education that includes the type of general knowledge conveyed by history, science, art, and music. —Jay P. Greene, “Futile Accountability Systems Should Be Abandoned”3 What Is School Accountability? From 30,000 feet, the definition of school accountability in American –K 12 education is relatively clear: it is “the process of evaluating school performance on the basis of student performance measures.”4 But descend a bit and agreement comes to an end. -
Family Services of Westchester Annual Report
n n n n n n n n n n n n n Family Services of Westchester FAMILY SERVICES OF WESTCHESTER ANNUAL REPORT n 2010-2011 n n n n n n n n n n n n n HAPPENINGS Restaurant owner Alvin Clayton hosts Junior Board event with co-presidents Amy Cole and Robin Bratone. Yankees closer Mariano Rivera and FSW Board member Brandon Steiner raise money for our Youth Residence. Head Start Director Barbara Sommer and Kim Lisman, HS The Camp Viva Team participates in the 2011 AIDS Walk. Family & Community Partnership Manager, work with Con - gresswoman Nita Lowey, center, to protest funding cuts. Uriel Lopez enjoys his catch with Author and TV host Lee Woodruff Adoptive families and adoptees were among the “Champions of Adoption” honored Steven Schwartz on a Big Brothers speaks at an FSW luncheon. at the 2011 STAR Gala. Big Sisters fishing trip. n n n n n n n n n n n n n Family Services of Westchester STRONG FAMILIES OUR MISSION Family Services of Westchester, founded in 1954, offers a broad range of social and mental health services to strengthen and support families, children and individuals at every HEALTHY BEGINNINGS stage of the life cycle, from infancy to adulthood. For 56 years, Family Services of Westchester has stayed true to its mission: to make a difference right here at home. When FSW started in 1954, it had a budget of $20,000 and the Executive Director, Irwin Stein, doubled as the organization’s only caseworker. Today, FSW has six family centers across Westchester County and an annual budget YOUTH DEVELOPMENT of $20 million. -
We Felt the Economic Downturn Immediately. Patient Volumes Swelled in October and Continued to Increase Lindsay C
We felt the economic downturn immediately. Patient volumes swelled in October and continued to increase Lindsay C. Farrell, M.B.A., F.A.C.M.P.E. Stewart Tabin, Chairperson David K. Sherman, Chairperson in November and December as more and more local President/CEO Maria M. Perez, Vice Chairperson Joyce Rheingold, Vice Chairperson people lost their jobs and experienced anxiety and the Anita Wilenkin, MA, MPH Amy McNamara, Secretary Michael Curry, Treasurer/Secretary physical symptoms of their lost livelihoods. Patients Chief Operating Officer with compromised immune systems from heightened Charles Chehebar, Treasurer Leslie Allen Maria Mazzotta, C.P.A. stress appeared with colds, sinus infections, sore throats Larry Breen Sonja Bartlett and the like. Tension headaches, neck/back/shoulder Chief Financial Officer Maritza Budiuck Tyler Beebe pains, palpitations and panic attacks were common Daren Wu, M.D. Walter Edge Walter Edge presentations. Our physicians, nurse practitioners, mid- Chief Medical Officer Jimmy Fink wives, dentists and social workers became keenly aware Drew Fixell Janet Bozzone, D.M.D. of the economy’s toll on our most vulnerable neighbors, Jennifer Gurahian Barbara Gibson Director of Dentistry including families living paycheck to paycheck with no Henry Kensing Elinor Griffith savings to get them through. As always, we know that Shonny Capodilupo, L.C.S.W. Dorian Lindsay Jeremy Hardisty providing treatment along with emotional support is Director of Behavioral Health Tony Mejias Brian Keating needed in our communities. In addition many new patients Ellette Hirschorn, R. N. Kevin Nelson Dhruv Narain appeared at our doors in these troubled times—patients Director of Clinical Support Norman E. -
A Community Affair: Effectuating Meaningful Community Involvement in New York School Governance
A COMMUNITY AFFAIR: EFFECTUATING MEANINGFUL COMMUNITY INVOLVEMENT IN NEW YORK SCHOOL GOVERNANCE Michael H. Meidinger* Abstract: In 2009, the New York Legislature imposed more stringent re- quirements on the State’s Department of Education when it amended sec- tion 2590-h of article 52-A of the Education Law. Now, as a precondition to closing or significantly changing the use of a school, the Chancellor, who heads the Department of Education, must prepare an impact statement detailing the ramifications of the proposal on students and the commu- nity. The Chancellor is also required to hold a joint public hearing where affected community members can present comments or concerns. In 2010, community members affected by proposed school closures in New York City successfully challenged the Department of Education’s compli- ance with section 2590-h. Although the appellate court affirmed the deci- sion, it left the applicable standard of review a question. This Comment argues that section 2590-h calls for meaningful community involvement and the court should therefore apply a strict standard in reviewing the Department of Education’s compliance. Introduction Go into our neighborhoods, talk to us. —Devonte Escoffery1 In December 2009, the New York City Department of Education (DOE) announced a plan to close or significantly change the use of twenty schools because it determined they were failing.2 In response, * Staff Writer, Boston College Third World Law Journal (2010–2011). 1 Dana Chivvis, Champion Debate Team Rejects City’s Verdict, AOL News ( June 22, 2010), http://www.aolnews.com/brooklyn-school/article/champion-debate-team-rejects-citys-verdict/ 19522422.