Well, it’s that time.
Where all metaphors for things that take longer than planned – again – are pulled out. The legislative session is wrapping up without a budget agreement, which means lawmakers will be called back into special session. For some this is Groundhog Day. For others it’s Mad Magazine. Still others envision a multi-year advent calendar of legislative treasures. And of course, there are the inevitable sports event references. For you Dragnet fans from the Wayback Machine, we even have a “just the facts, ma’am” approach to the effort. However the story gets covered, the plain and simple truth of the matter is that education funding – resolving the over-reliance on local levies while also making targeted investments to improve outcomes – is the major sticking point. Legislators will adjourn over the weekend with much work left to do – let’s hope they aren’t making a deal more difficult on the way out.
If they’re looking for guidance, the Superintendents of Education Service District 189 have some suggestions worth considering. While they’re at it, let’s build in more transparency into the system so that it doesn’t take a massive investment from Steve Ballmer to actually follow the money.
Meanwhile, you can track all that is – or isn’t – happening here on our bill tracker. And hear from one of the 8 legislators working to craft an education compromise, Senator Ann Rivers, here.
In other news:
- I’ve marched for a lot of things. But never did I think we’d have to do it for science.
- Marchers, leave that plastic water bottle on the shelf and fill a reusable…
- What’s love got to do with it?
- If it makes you happy.
- Did you see who ‘Hawks open up with? Oh, Yes…
‘Til there’s news to share, thanks for all you do on behalf of Washington’s kids.
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The field of Human Centered Design & Engineering is growing, and more than 80% of the program’s graduates are employed within 6 months of graduation. But Stephanie White, an undergraduate advisor in the Department of Human Centered Design & Engineering at the University of Washington, says that even though the undergraduate program has been flooded with applications, a lot of the students who want to study engineering in her department can’t—they simply don’t have the prerequisites to qualify. “Many students find out their junior year of high school that they don’t have the prerequisites to study STEM in college—by then it’s too late to take the courses they need.”
Sadly, Stephanie’s experience isn’t unusual. Only 4 in 10 graduating seniors meet the basic admissions requirements to get into a public university in Washington. And nearly 60% of students who attend community or technical college must take remediation classes to get to those basic 4-year college admissions requirements. In other words, many students must pay tuition to learn what they should have been taught in public high school. Help us to change this for Washington students by signing a petition in support of a college and career ready diploma.
This story originally appeared in the West Seattle Herald on August 30th, 2012.
Traditionally, many junior high and high school students have seen the prospect of going to science classes as a dim one: a gauntlet of numbers, formulas and memorization.
University of Washington professors and researchers Elham Kazemi and Jessica Thompson are continuing their work and teaming up with Cascade Middle School and Evergreen high schools teachers, administrators and students to buck that trend, thanks to a $450,000 grant from Washington STEM, a non-profit dedicated to “advancing innovation, equity, and excellence in science, technology, engineering, and mathematics education in Washington state.”
Thompson said they are jumping in on “great things going on in these schools already … trying to capitalize on that and understand what is going on and help the work forward.”
Specifically, their work will include further development of four core science teaching principles that make learning more engaging (Thompson’s area of expertise), along with Kazemi’s focus on developing school-wide professional development through an instructional focus. In other words, how to make science and math fun while getting the kids ready to land good jobs and make an impact in world. They also hope the research will help define a way for administrators – from school to school and district to district – share their models of success.
Read the whole story here.