By STEVE LOHR

New York Times

Published: October 31, 2007

Adrianne Yamaki, a 32-year-old management consultant in New York, travels constantly and logs 80-hour workweeks. So to eke out more time for herself, she routinely farms out the administrative chores of her life — making travel arrangements, hair appointments and restaurant reservations and buying theater tickets — to a personal assistant service, in India.
Kenneth Tham, a high school sophomore in Arcadia, Calif., strives to improve his grades and scores on standardized tests. Most afternoons, he is tutored remotely by an instructor speaking to him on a voice-over-Internet headset while he sits at his personal computer going over lessons on the screen. The tutor is in India.

The Bangalore butler is the latest development in offshore outsourcing.

The first wave of slicing up services work and sending it abroad has been all about business operations. Computer programming, call centers, product design and back-office jobs like accounting and billing have to some degree migrated abroad, mainly to India. The Internet, of course, makes it possible, while lower wages in developing nations make outsourcing attractive to corporate America.

The second wave, according to some entrepreneurs, venture capitalists and offshoring veterans, will be the globalization of consumer services. People like Ms. Yamaki and Mr. Tham, they predict, are the early customers in a market that will one day include millions of households in the United States and other nations.

They foresee an array of potential services beyond tutoring and personal assistance like health and nutrition coaching, personal tax and legal advice, help with hobbies and cooking, learning new languages and skills and more. Such services, they say, will be offered for affordable monthly fees or piecework rates.

“Consumer services delivered globally should be a huge market,” observed K. P. Balaraj, a managing director of the Indian arm of Sequoia Capital, a venture capital firm in Silicon Valley.
But globalization of consumer services faces daunting challenges, both economic and cultural.

Offshore outsourcing for big business thrived partly because the jobs were often multimillion-dollar contracts and the work was repetitive. In economic terms, there were economies of scale so that the most efficient Indian offshore specialists could become multibillion-dollar companies like Infosys Technologies, Tata Consultancy Services and Wipro Technologies.

It is not all clear that similar economies of scale can be achieved in the consumer market, where the customers are individual households and services must be priced in tens or hundreds of dollars.

Then there are the matters of language, accent and cultural nuance that promise to hamper the communication and understanding needed to deliver personal services. Already, some American consumers voice frustrations in dealing with customer-service call centers in India. At the least, the spread of remotely delivered personal services will be a real test of globalization at the grass-roots level.

Even optimists acknowledge the obstacles. In a report this year, Evalueserve, a research firm, predicted that “person-to-person offshoring,” both consumer services and services for small businesses, would grow rapidly, to more than $2 billion by 2015. Yet consumer services, in particular, are in a “nascent phase,” said Alok Aggarwal, chairman of Evalueserve and a former I.B.M. researcher. “It’s promising, but it’s not clear yet that you can build sizable companies in this market.”

Veterans of the business offshoring boom predict an emerging market, but most are not investing. Nandan M. Nilekani, co-chairman of Infosys, said there is “definitely an opportunity in the globalization of consumer services,” and he listed several possibilities, even psychological counseling and religious confessionals. But, he added in an e-mail message, “This is just ‘blue sky’ thinking! We have no business interest at this point in this direction.”

What the offshore consumer services industry needs, it seems, is a solid success story in some promising market.

A leading candidate to watch, according to analysts, is TutorVista, a tutoring service founded two years ago by Krishnan Ganesh, a 45-year-old Indian entrepreneur and a pioneer of offshore call centers.

Concerns about the quality of K-12 education in America and the increased emphasis on standardized tests is driving the tutoring business in general. Traditional classroom tutoring services like Kaplan and Sylvan are doing well and offer online features. And there are other remote services like Growing Stars, Tutor.com and SmarThinking.

Yet TutorVista, analysts say, is different in a number of ways. Other remote tutoring services generally offer hourly rates of $20 to $30 instead of the $40 to $60 hourly charges typical of on-site tutoring. By contrast, TutorVista takes an all-you-can-eat approach to instruction. Its standard offering is $99 a month for as many 45-minute tutoring sessions as a student arranges.

TutorVista also stands out for its well-known venture backers, its scale and its ambition. The two-year-old company has raised more than $15 million from investors including Sequoia, Lightspeed Venture Partners and Silicon Valley Bank. TutorVista employs 760 people, including 600 tutors in India, a teaching staff it plans to double by year-end. Its 52-person technical staff has spent countless hours building the software system to schedule, monitor and connect potentially tens of thousands of tutors with students oceans away.

“Our vision is to be part of the monthly budget of one million families,” Mr. Ganesh said.
It is a long-term goal. To date, TutorVista has signed up 10,000 subscribers in the United States, and its British service, rolled out in September, has 1,000.

Further gains will depend on winning over more customers like the Tham family in California. Since he was in elementary school, Kenneth has had stints of conventional tutoring, often in classroom settings with up to 10 other students. At times, this cost the family up to $500 a month. Last year, Ernest Tham, a truck driver, noticed a reference to TutorVista on a Web site and suggested his son give it a try.

“Kenneth was apprehensive at first, and I wasn’t sure how it would work,” Mr. Tham said. “But, shocking to say, it’s gone very well.”

Kenneth said he initially found it “very unusual, not seeing another person. You get used to it, though. It’s not a problem.” He schedules one or two sessions nearly every day, mainly for English and chemistry. With a digital pen and palette, he writes sentences and grammar exercises, for example, and his work appears on his computer screen and on the screen of his tutor. They discuss the lessons using Internet-telephone headsets.

“You can also get help with homework problems,” Kenneth said, “but they’re not supposed to do all your homework for you.”

In a year with the TutorVista service, Kenneth has improved both his grades and standardized test scores, his father said.

Ramya Tadikonda has tutored Kenneth Tham, among many others, from her home in Chennai, India. To achieve its ambitions, TutorVista must recruit, train and retain thousands of tutors like her.

Ms. Tadikonda, 26, is a college graduate who had previously worked as a software and curriculum developer for a math Web site for students, but left to raise her children. Earlier this year, she joined TutorVista, took the company’s 60-hour training course, followed by tests and practice sessions for two months. She now works about 24 hours a week as a math and English tutor and makes about $200 a month.

Ms. Tadikonda says she enjoys tutoring and the flexible hours. “You can have a career and still spend time with your family,” she said. “I never thought I could do that.”

The timing is right for global tutoring, according to John J. Stuppy, TutorVista’s president and a former executive at Sylvan Learning, the Educational Testing Service and The Princeton Review. Improved Internet technology and the ability to tap of vast pool of educated instructors at low cost are crucial ingredients. “It becomes possible to make high-quality, one-on-one tutoring affordable and accessible to the masses,” said Mr. Stuppy, who joined TutorVista last year.

Steve Ludmer, 28, and his partner Avinash G. Samudrala, 27, are betting the time is right for another kind of global consumer service. They left lucrative jobs in management consulting and private equity to start a remote personal assistant service, called Ask Sunday, which began in July.

The company is based in New York, but its work force is mostly in India. It is one of a handful of startups trying to create a business in offshore personal assistant service. Some, like GetFriday, charge hourly rates of $15 or so, but Ask Sunday has a per-request model, $29 a month for 30 requests a month or $49 for 50.

The requests can be unusual. A few subscribers had Ask Sunday search online dating services for short lists of people who meet their criteria. But the requests are mainly to help busy people like Ms. Yamaki, the New York management consultant, free up time and outsource hassles.

During a late meeting at the office recently, Ms. Yamaki said, she sent a one-line e-mail message from her laptop that told Ask Sunday to order her usual meals from her favorite Manhattan restaurant, for delivery at 9:30 p.m. When the meeting ended, her take-out food was waiting.

To handle such personal chores, Ms. Yamaki has handed Ask Sunday a wealth of personal information, including credit card numbers, birth dates of family and friends and phone numbers for doctors, car services, favorite restaurants and others. She finds the convenience well worth it.

“The service is great in a pinch to make your life a little smoother,” Ms. Yamaki said. “And it’s available 24 hours a day, which is more than you can expect from a personal assistant at work.”

Teacher Magazine

Grammar Interrupted

By Cindi Rigsbee

I worry about the English language. Thanks to new advances in technology, the impact of pop culture, and the increasing focus on tested areas of our curriculum, the Queen’s English is in more trouble than ever before. Until someone develops a high-stakes test on the use of the past participle, will anyone really be interested in how well our students are writing and speaking?

First, let's talk about technology. Spellcheck has clearly made the world lazy. Students think they don’t need to learn the rules of spelling and grammar because one click will do it for them.

These same students (and my own children) are addicted to Instant Messaging. My son, who in high school struggled with attention issues in the classroom, could sit at his computer desk at night and carry on 16 simultaneous conversations. Those conversations did not include correctly spelled words or any attempt at punctuation; in fact, IM-speak is actually meant to be incorrect, just so long as it’s fast! For an example, check out this excerpt from a MySpace page that belongs to a student at my school:

"wut it do i ain't talked 2 u n a minute ever since da last day of skool fo christmas break wut been ^ 2 me nuttin jus sittin @ home ain't gone nuttin 2 do........well i wuz jus stoppin by 2 sho ur page sum luvin get baq @ me when u can"

Enough said on that subject.

Pop culture plays a part in the slow, painful torture of correct English in another way, too. Songs on the radio reinforce incorrect usage of grammar (and have for years). Take this oldie from the 80's:

"I feel the magic between you and I" (from Eric Carmen's "Hungry Eyes" on the Dirty Dancing soundtrack).

I ask you, would the songwriter say, "Give it to I, baby!"?

In "Brick House," The Commodores sang, “Ain’t nothing wrong with dat.” This usage of non-standard English for emphasis is actually less offensive. Eric Carmen's use of “I” as an object of the preposition is an ill-fated attempt to sound formal, which adds pretentiousness to the list of crimes committed here.

And don’t get me started on Pink Floyd’s “We Don’t Need No Education.” Ugh. Who says?

Nostalgia for Diagramming

In addition, there has been an enormous shift in our schools in the way they teach—or don’t teach—grammar. We feel those tests looming, hanging in the air over us, gray clouds of reality waiting to descend in mid-May. My students have heard the morning announcements: “There are 165 days left until the end-of-grade test.” (Would the students tell on me if I attacked the intercom speaker with my yardstick?) Focusing on tested areas of the curriculum has often resulted in teachers being forced to give up instruction they love, including the fine points of English grammar.

I remember teaching diagramming. Sentence diagrams were the granddaddy of graphic organizers. I took pride in drawing those precise lines and knowing exactly where to place the indirect object. They were like perfect puzzles, and those of us who mastered them felt like we had just figured out how to do calculus to the third derivative (I don’t even know what I just said).

Not only did I teach diagramming, I taught parts of speech and had students do random, isolated sentences. I did realize that those exercises never seemed to transfer to a student's casual writing and speaking. Just because students could identify pronouns in a sentence didn’t mean they stopped saying, “Me and her need to go to the bathroom.” But we had to start somewhere! Nowadays, however, there is little room in the curriculum for such time-intensive instruction.

The Art of the Mini-Lesson

So what do we do? Sit back and watch our language continue to deteriorate? I, for one, refuse to go down without a fight. Here’s how I’ve changed my teaching:

First of all, I teach short mini-lessons on grammar. Nancie Atwell (In the Middle), Irene Fountas and Gay Su Pinnell (Guiding Readers and Writers), and Lucy Calkins (The Art of Teaching Writing) have touted the mini-lesson for years. It's a short lesson focused on a specific principle or procedure. And for me, it works wonders for those irritating grammatical problems.

So, I'll play a bit of "Hungry Eyes," then say, “Class, why is it improper to say, ‘between you and I?’ How do we usually use the pronoun ‘I’?” I have the students provide a couple of sentences for the overhead, and we have a grand musically enhanced discussion!

On another day, I might ask the students to explain the different ways we speak to one another. I hope they’ll tell me that we speak more informally with our friends—the mode Ruby Payne (in A Framework for Understanding Poverty) calls “casual register.” I explain that we write that way, too, on our MySpace pages and in our text messages. However, formal writing calls for adhering to the conventions—“Remember that discussion we had about pronouns?”

And last, I hit ‘em where they live. I pull out examples of those MySpace pages and ask students to write them over in standard English. I tell them, “This is not art. No symbols – I want words!” Most of the time, they rise to the expectations that are placed on them.

Oh, and one more thing: I challenge them to represent themselves as being intelligent writers and speakers. With luck, one of them will grow up to write the songs. And I won't have to struggle to keep my car on the road when I listen to the radio.

Cindi Rigsbee is a National Board-certified middle grades teacher in Durham, N.C., and a former North Carolina regional teacher of the year. She was a finalist for the Terry Sanford Award for Creativity and Innovation in Teaching.

By Jean-Paul Renaud | South Florida Sun-Sentinel

September 7, 2007

Broward County teachers today are voting on a contract that more generously rewards the top union officials who negotiated it than rank and file educators.

If it is approved, about two-thirds of Broward's 17,000 public school teachers will receive raises of 5 percent or less. The most substantial increases, as high as 17 percent, will go to the most senior teachers — less than a third of Broward's educators.

In contrast, more than two-thirds of the 22-member Broward Teachers Union executive board, which negotiated the contract, have the seniority to qualify for the most generous raises, records show.

"I'm not surprised at all because one would assume that the people at the top level are the ones that are on the negotiating team," said School Board member Stephanie Kraft. "I don't think that sounds right. I guess it would be nice if they would look after all the teachers equally."Several board members said the situation, though not unusual for a school district, reflects the power of unions. Some teachers said it shows union leaders are out of touch with the rank and file.

School districts across the state have a complicated system of setting salaries, mostly based on seniority levels that officials call "steps." In Broward, there are 22 steps, and teachers typically do not see substantial pay raises until they reach the 20th level — or their second decade educating children. All salaries are based on 196 days of work and can be increased if teachers obtain additional academic degrees and training.

The executive board of the teachers union helped craft the contract with the school system. The board includes 15 educators with more than two decades of service to the district. Union leaders say their board's makeup is dynamic and diverse, and this year members argued about how to divide the raises.

"It's become much more diverse," said Pat Santeramo, who as union president collects a $150,000 salary. "There are quite a few younger people. They are all very opinionated, similar to the School Board."

Teachers at the beginning and middle of their careers often complain about the salary system.

"Everyone should be taken care of across the board," said Denise Haltrecht, a first-grade teacher at Coconut Palm Elementary in Miramar. "One step should not be neglected over the other. We all work just as hard. Just because you're at year 20 doesn't mean you're working any more than a beginning-year teacher."

On her 13th year as a teacher, Haltrecht and her 467 colleagues on that step will receive a 4 percent raise.

Some School Board members say the system is unfair.

"Everybody should be treated equally," said Chairwoman Beverly Gallagher. "I didn't agree with the step system. But if we don't agree to the steps, then we would be at an impasse and nobody would get anything. Everybody would just be waiting."

But Santeramo said there should be rewards for "longevity, skills, knowledge."

"How we do that could be restructured," he said, adding that the union will sit down with school district officials in the new year to devise a less complicated way of doling out raises.

One person on BTU's board is on step 20. The 419 other teachers on that step will be paid a base salary of $53,377, a 7 percent raise.

Another board member is on step 21, along with 413 other teachers in Broward. Their salaries will jump to $62,677, a 17 percent increase over last year.

And 13 board members are on step 22 and will see their base salaries climb to $70,000 — a 12 percent increase that will make the 4,000 teachers with that seniority among the highest paid in the tri-county area.

"It's just another example of people who are not experiencing what most teachers are experiencing," said Donna Shubert, a kindergarten teacher at McNab Elementary in Pompano Beach. "They have the years in and they're negotiating with their own mind frame."

Shubert has been a teacher for nine years and will receive a 5 percent increase that will raise the salaries of educators on step 9 to $40,980.

Santeramo, however, says the makeup of the union's executive committee has little to do with the way senior teachers are compensated.

"We look at trying to provide a fair and equitable salary for all the employees," he said. "We represent all 17,000 teachers."

One School Board member has a solution for those teachers who think their union doesn't represent them.

"This is a perfect example of why beginning teachers and those that are a few years into their careers need to be more involved and engaged in their union," said Board Member Jennifer Gottlieb.

Jean-Paul Renaud can be reached at jprenaud@sun-sentinel.com or 954-356-4556.

Doubts Cast on Math, Science Teaching Lures

By Sean Cavanagh

Education Week

Few strategies for luring more students and working adults into math and science teaching have proved as popular among elected officials as financial incentives, which try to make one of the least appealing aspects of the job—low pay—a little less daunting.

Lawmakers on Capitol Hill are considering a number of bills that would expand existing incentives, such as scholarships and loan forgiveness for aspiring educators, and create new monetary inducements. Dozens of states, meanwhile, already offer their own incentives for teachers in subjects with shortages, including mathematics and science.

But those who have studied financial incentives say evidence is scant that they are attracting substantial numbers of college students and career-changers to math and science teaching, despite years of investments in those programs.

Opinions vary on why incentives have not shown greater results. Some believe the money available is relatively insignificant when weighed against potential job candidates’ worries about poor salaries and working conditions. Others say the hodgepodge of federal, state, and local incentives is so fragmented that few potential teachers are aware of what’s available.

“There’s been virtually no research on how effective [these] options are,” said Dan Goldhaber, a research professor at the Center on Reinventing Public Education, based at the University of Washington in Seattle. “We ought to be making decisions about these programs based on something more than what might be effective, and instead base it on empirical evidence.”

Yet backers of incentives believe they can offer an important carrot for college students and for people already in the work world. Even if that extra money is of secondary importance to job candidates, it can make the teaching profession more appealing to math and science majors who are likely to have more lucrative options in the private sector.

Teaching for Dollars
In addition to the myriad state financial-incentive programs, the federal government oversees a number of monetary hooks to recruit and retain teachers in high-need fields, including math and science:

The Robert Noyce Scholarship Program, administered by the National Science Foundation, offers scholarships of $10,000 annually, for two years, to students majoring in math- and sciencerelated fields, as well as to working professionals.

The Teacher Loan Forgiveness Program, signed into law in 2006 and administered by the U.S. Department of Education, makes teachers of math, science, and special education eligible for up to $17,500 of loan repayment.

Teachers of math and science also can have up to 100 percent of their Perkins Loans canceled, with the amounts depending on years of service in the classroom.

The federal Transition to Teaching program provides money to school districts and colleges to pay for financial incentives of up to $5,000, total, to midcareer professionals, including paraprofessionals, interested in becoming trained as teachers in high-need schools.

SOURCES: U.S. Department of Education; National Science FoundationAnna M. Swenty, 26, credits an incentive program with having changed her thinking about teaching.

After earning a bachelor’s degree in biology from the University of Missouri-Columbia three years ago, Ms. Swenty was considering graduate school and research jobs, but those career paths seemed too specialized. It wasn’t until she learned about the federal Robert Noyce Scholarship Program that the idea of teaching began to take hold.

The program, which is financed through the National Science Foundation at about $9 million a year, provided her with a total of $10,000 to return to school and earn a teaching certificate. In return, she agreed to work in a high-poverty school. She now teaches biology and earth science at Narrows High School in western Virginia.

“It was a godsend,” Ms. Swenty said of the scholarship. “I was worried about going into debt. … No one ever told me in my [undergraduate] program that teaching was a viable option.”

Financial Hook
Noyce money flows to colleges and universities, which give it to qualified applicants: college majors in math and science subjects who want to go into teaching, and working professionals with expertise in those areas. The program’s effectiveness is being evaluated, a process that is expected to be complete next year, said Joan T. Prival, the program’s lead director at the NSF. Separate bills approved by the House and the Senate would expand the program.

House lawmakers also recently approved a bill that would provide scholarships of as much as $16,000 to college students who agree to work in high-need subjects in schools serving large numbers of low-income students A measure that cleared the Senate this month would tie loan forgiveness to teachers’ income levels and lengths of service.

Low pay is just one of the factors that most frustrate teachers about their profession. Surveys show lack of administrative support and poor working conditions are of equal or greater concern.

Schools nationwide struggle to find qualified teachers in math and science. About 36 percent of secondary school math classes are taught by teachers who lack even a minor in math or a related subject, compared with 24 percent in all core academic subjects, according to the Education Trust, a Washington-based policy organization.

The pressure on schools to find teaching talent is likely to grow. About one-third of today’s teaching corps is expected to retire by 2010, according to one estimate. And the United States will need about 280,000 new teachers in math and science by 2015, a recent report says.

Although he believes financial incentives can make a difference to potential teachers, Gerald F. Wheeler, the executive director of the National Science Teachers Association, in Arlington, Va., said pay plans that offer higher salaries to math and science teachers have greater potential, because they bring educators’ yearly pay closer to those of jobs in the private sector.

“It doesn’t have to be equal” to other professions, he said, “but they have to be able to play in that marketplace.”

But grants and scholarships have proved more politically palatable in states than such differential-pay plans or pay-for-performance proposals, which tie teacher compensation to student achievement, said Tricia Coulter, the director of the teaching-quality and leadership institute at the Education Commission of the States, a research organization in Denver.

Thirty-one states have financial incentives for recruiting and retaining teachers, the ECS estimates. They vary in size and scope. Kansas offers $5,000 a year to college juniors and seniors who agree to become teachers in high-need subjects, including math and science.

During the 2006-07 academic year, the state awarded 248 scholarships, 45 of which went to math and science teachers, said Diane Lindeman, the director of student financial assistance for the Kansas board of regents. The state spent $778,000 on scholarships during that year.

The program helped only a small fraction of the number of teachers needed to fill math and science vacancies, Ms. Lindeman acknowledged. “There are so many factors in this other than just throwing money at people for going to college,” she said. “You’ve got to have the people who are actually eligible to do this and want to do this.”

Little Advertised?
Kansas’ scholarships require recipients to teach at a public or private school in the state for at least two years. About 40 percent of awardees in the most recent recorded year did not complete their obligation because they moved out of state or lost interest in teaching, among other reasons. Awardees who do not fulfill that obligation must repay the scholarships. Recouping money from those who renege can be a cumbersome process, Ms. Lindeman said.

Some policy experts warn that incentives can have the unintended effect of encouraging new teachers who lack the necessary talent or enthusiasm for the job to stay to meet financial commitments.

“You lock in some people who you probably do not want to be teaching,” said Eric A. Hanushek, a senior fellow at Stanford University’s Hoover Institution.

Several observers said a greater flaw is that aspiring teachers do not have a single source to tell them about the available federal and state incentives—a common problem in financial aid. A bill sponsored by U.S. Rep. Rush Holt, D-N.J., would require the federal government to set up a database of public and private scholarships in math- and science-related fields.

“There’s a whole lot of stuff out there, but people kind of stumble across it,” said Margaret E. Heisel, a lead coordinator for the California Teach/Science Math Initiative, a program aimed at recruiting educators into the profession. Students, she said, need a system that tells them that “if you are interested in math or science teaching, we have a way of making sure you don’t have a lot of debt at the end of college.”

The UC and California State University systems in 2005 announced a plan to try to raise the number of math and science teachers who graduate from their collective teacher programs from 1,000 to 2,500 a year. The systems, with private-sector support, offer a host of financial incentives to teachers, including waiving up to $19,000 in college loans.

One state program that appears to have achieved some success is in North Carolina, where teachers of math, science, or special education in high-poverty or academically struggling schools were given an extra $1,800 a year, according to a 2006 study by researchers at Duke University. Turnover among those teachers fell by 12 percent from 2001 to 2004, and might have fallen more if the program, which the state eliminated in 2004 for lack of legislative support, had been better understood by teachers, researchers found.

Many state incentive programs “are new, and they’re relatively small in scale,” said James Brown, the co-chairman of the Science, Technology, Engineering, and Math Caucus, a Washington-based group that is backing federal legislation to expand incentives.

“The states are grappling with this just as the federal government is, and it’s going to take a while to get it right,” Mr. Brown said. “The problem is large enough that you need a national role that will get national attention.”

Coverage of mathematics, science, and technology education is supported by a grant from the Ewing Marion Kauffman Foundation, at www.kauffman.org.

Survey: Subjects Trimmed To Boost Math and Science

By Alyson Klein

Education Week
Nearly half the nation’s school districts are spending less instructional time on subjects such as science, history, and art in order to prepare their students for the mathematics and reading tests mandated under the 5½-year-old No Child Left Behind Act, says a report released last week by the Center on Education Policy.

In a nationally representative survey of 349 districts, the Washington-based group found that 44 percent reported cutting time from other subjects to focus on math and reading. The decreases were relatively substantial, according to the report, totaling about 141 minutes per week across all subjects, or almost 30 minutes per day.

The July 24 report lends credibility to critics’ contention that the NCLB law’s emphasis on reading and math has squeezed out other subjects. It also bolsters arguments that the law should be expanded to include tests in science, social studies, and other subjects.

“This report matches everything we’ve seen,” said Gerald F. Wheeler, the executive director of the National Science Teachers Association, based in Arlington, Va. “We need to be more intelligent about what it means to educate the whole child.”

Mr. Wheeler said the federal government should add science to the NCLB accountability system so that schools will set aside time for it. Beginning with the new school year, under NCLB, states must test students in science three times before high school graduation. States may count those scores for accountability purposes, but they’re not required to do so.

Exposure to subjects such as history can help students master higher-order thinking skills in math and reading, said Theodore K. Rabb, a professor emeritus at Princeton University and the board chairman of the National Council for History Education, based in Westlake, Okla.

But others say schools are right to focus on reading and math, particularly in the early grades.

“If you can’t read, what can you do?” said Sandra Stotsky, who, starting next month, will be an education professor at the University of Arkansas at Fayetteville. “If you can’t do math, you can’t ultimately do science.”

The CEP reported similar findings in a March 2006 report, which found that many districts had increased instructional time in math and reading at the elementary level, sometimes by giving short shrift to other subjects. ("Study: NCLB Leads to Cuts for Some Subjects," April 5, 2006.)

Little Rock

A one-year moratorium on new teaching guidelines set to take effect this fall is being sought by historians upset with what they say will be a watering down of the teaching of Arkansas history in the public schools.

Tom Dillard, president of the Arkansas History Education Coalition, suggested Saturday that the new guidelines for social studies, approved by the state Education Board this year, violate a 1997 state law on teaching Arkansas history and effectively reverse the group's effort of at least the last 20 years to incorporate the subject into school curricula.

"We now face the prospect of Arkansas history being removed from the curriculum in the schools of our state—at least effectively removed, if not completely so," Dillard said at a news conference at the main library in Little Rock.

Last year, the Arkansas Education Department led a committee of educators to study revising the guidelines, as the agency routinely does for the various subjects. The board then approved the guidelines, combining social studies and Arkansas history into one subject for kindergartners through sixth graders and requiring the teaching of world history in seventh and eight grades, typically when Arkansas history is taught. Dillard noted that the 10-year-old state law, adopted he said after the state Education Department failed to follow through on a promise to beef up Arkansas history instruction in the schools, requires that schools teach a unit of Arkansas history as a social studies subject at each elementary grade "with greater emphasis at the fourth and fifth grade levels."

In addition, he said, the schools must teach a full semester of Arkansas history to students between the seventh and 12th grades.

Dillard said the new guidelines could effectively reduce Arkansas history to a mere mention to young students and could eliminate the subject altogether from a high school student's coursework. He said the world history requirement in the new guidelines most likely would bump Arkansas history into the higher grades, where teachers have no textbooks and few materials on the subject and when students can elect to take other social studies courses to graduate.

"We contend that the new social studies frameworks are in violation of Act 787 of 1997 and we believe it's in violation probably in a variety of ways," Dillard said.

Coalition members will meet with state Education Commissioner Ken James on Thursday, when they plan to ask for the moratorium. Also, Dillard said, the group will ask that Gov. Mike Beebe appoint a blue-ribbon panel to study the guidelines and arrive at changes that preserve the teaching of Arkansas history.

Last week, two new textbooks on Arkansas history were published but they are geared for middle school classes. Dillard said the two decades since Arkansas' 150th sesquicentennial have been a building process with the mission to change the poor condition of Arkansas history education in the schools. He, other historians, and teachers stressed the importance of continuing with that progress.

"What this latest action by the Department of Education has done is to cut the legs out from under the people who have spent time, effort and money in creating these materials," said Tom DeBlack, president of the Arkansas Historical Association and professor of Arkansas History at Arkansas Tech University.

DeBlack stressed the importance of teaching children "where they came from."
"We need to give our students a real awareness of who they are, of how they came to be as a people and what their possibilities are in the future as part of the great American scheme," Dillard said.

Dillard and others expressed disappointment with what they said appeared to be an almost secretive process used by the Education Department to arrive at the new guidelines.
But Julie Thompson, a spokeswoman for the Education Department, said in a telephone interview Saturday that the agency went to great lengths to involve historians and educators in making the revisions.

She acknowledged that committee members were asked not to discuss preliminary changes. But the agency used this "security feature," she said, to prevent a problem that occurred in 1992. In that year, preliminary guidelines for math were released and some schools ended up teaching to the wrong guide, she said.

Thompson said the new guidelines on Arkansas history do not violate state law, and they maintain an emphasis on state history at the lower levels. The guidelines for elementary schools provide more detail and, therefore, create a greater likelihood that students will get more instruction in Arkansas history, she said.

Thompson acknowledged that it was "unfortunate" that the textbook review occurred the same year as the standards were revised, and said the agency might have to take a closer look at what materials are available for teaching Arkansas history in the high schools.

Last week I purchased a burger and fries at McDonalds for $3.58.

The counter girl took my $4.00 and I pulled 8 cents from my pocket and gave it to her. She stood there, holding the nickel and 3 pennies. While looking at the screen on her register, I sensed her discomfort and tried to tell her to just give me two quarters, but she hailed the manager for help. While he tried to explain the transaction to her, she stood there and cried. Why do I tell you this?

Because of the evolution in teaching math since the 1960s...

Teaching Math In 1960

A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price. What is his profit?

Teaching Math In 1970

A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price, or $80. What is his profit?

Teaching Math In 1980

A logger sells a truckload of lumber for $100. His cost of production is $80. Did he make a profit?

Teaching Math In 1990

A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20 Your assignment: Underline the number 20.

Teaching Math Today

A logger cuts down a beautiful forest because he is selfish and inconsiderate and cares nothing for the habitat of animals or the preservation of our woodlands. He does this so he can make a profit of $20. What do you think of this way of making a living? Topic for class participation after answering the question: How did the birds and squirrels feel as the logger cut down their homes?

(There are no wrong answers.)

Don't Hurry Math

Pennsylvania is learning the hard way that modernizing math instruction does not always further comprehension. The state’s students are faltering in math placement tests, in spite of demonstrating achievement elsewhere. As a result, colleges and universities are having to rewrite textbooks and add remedial courses so their students can catch-up on math concepts and skills.

The college math professors in the state blame the emphasis placed on student testing combined with introducing higher-level math to increasingly younger students. “Many bright students are hurried through algebra and trigonometry courses on their way toward statistics and calculus,” said Marie Wilde, chairwoman of the mathematical and information sciences program at Cedar Crest College in Allentown, Pennsylavania. Wilde agrees that "teaching to the test" has contributed to the gap in student math skills.

Parents in Pennsylvania's upper Bucks County successfully lobbied their school district to add a traditional math program that focuses on the basics this fall.

Posted by Elizabeth Rich