In this monthly briefing memo, which you have requested, my colleagues at the International Center and I share information on trends and technologies that will have an impact on education.                                                                                           Sincerely,    Bill Daggett

Information Technology   

 “Seeing Eye” Computers 

iCare is a new portable technology developed to assist visually impaired people. The system consists of a small camera mounted on a pair of eyeglasses and connected to a laptop computer secured in a backpack. A headset and microphone complete the system.  The computer is equipped with image and optical character recognition software, image data-basing capabilities and voice translation software. iCare can store familiar images and later match them to new camera images, including print. The system “sees” an image, compares it to a stored image or character and converts that match into an audio message. Blind people can then use iCare to “read” books, recognize faces and “see” nearby objects. Developed by researchers at Arizona State and Wright State (Dayton, OH) universities, the iCare system sells for about $2,000. The low price and capabilities of the “seeing” assistant could be an enormous breakthrough for visually-challenged people.  

Source: Louise Knapp, “Seeing-Eye Computer Guides Blind,” Wired News, March 30, 2004.

http://wired.com/news/gizmos/0,1452,62810,00.html

 Biotechnology

Genetically Modified Plants to Produce Essential Fatty Acids 

Researchers in the United Kingdom are developing a method to genetically alter certain plants to produce both omega-3 and omega-6 fatty acids. Omega fatty acids are thought to protect individuals from heart disease and be important for infant brain and eye development. Omega-3 is abundant in salmon, sardines and other fatty fishes, while omega-6 can be found in a variety of plant oils. Dr. Baoxiu Qi at the University of Bath, UK, led a team that genetically altered a cress plant to produce both omega-3 and omega-6 acids. He calls the research “a breakthrough in the search for alternative sustainable sources of fish oils” for those who do not normally eat a diet rich in omega fatty acids. 

Source: “Plants Altered to Produce Fish Oils,” Reuters, May 19, 2004.

http://news.yahoo.com/news?tmpl=story&u=/nm/

20040519/hl_nm/fish_plants_dc_1 

For more information on this subject, visit the advance online edition of the journal Nature Biology. 

Changing Workplace 

“Onshoring” Jobs 

The exporting of American workers’ jobs to other countries is called “offshoring.” The hiring of U.S. workers by foreign-owned firms – “onshoring” – is the opposite phenomenon but gets much less attention.  Yet many globalists and free trade advocates point out that, in 2001, a record 6.4 million Americans worked for foreign-owned companies. Data also shows that between 1986 and 2001, the numbers of additional American workers employed by foreign firms doubled, while offshoring grew by only 60 percent. Direct foreign investment in the U.S. in 2003 was also trending upwards with an $82B total that was double the 2002 rate. Offshoring outpaced onshoring overall in 2001, the latest year for which data is available, but it is important to remember that the flow of jobs and investment isn’t all one-way. Instead of just watching the trends, American education and industry leaders need to cultivate the highly skilled future workforce that will keep the American economy and job growth strong.

Source: Ken Belson, “Outsourcing, Turned Inside Out,” New York Times, April 11, 2004.

Education Trends 

Grad Rate Gaps 

The importance of tracking AYP by subgroup is made clear by examining graduation rate data. Although the national graduation rate for all public high schools is only 68 percent, differences among student subgroups within that average are even more troubling.  Whites and Asians graduate at rates of 75 and 77 percent, respectively, but only slightly more than half of African-American, Hispanic and American Indian students earn diplomas.  Additionally, males are eight percent less likely than females to graduate. Gaps in graduation rates also vary by region and community: students in high poverty, racially separated urban areas lag 15 percent behind peer groups in other environments. Such discrepancies are ongoing reminders of why we need to provide rigorous and relevant alternative pathways to high school graduation that will help engage students and keep them in school.  

Source: Christopher B. Swanson, “Who Graduates? Who Doesn’t?  A Statistical Portrait of Public High School Graduation, Class of 2001,” Urban Institute, February 25, 2004.

http://www.urban.org/template.cfm?Template=/Tagged

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Kudos for NCLB 

The two-year-old No Child Left Behind legislation has received its share of criticism, but NCLB is chalking up praise and successes as well. In Gallup, NM, for example, four historically low-performing schools with large Native American populations are now meeting state proficiency requirements (Associated Press). Sacramento USD’s results show that 50 percent of ELL students are now scoring at the early advanced or advanced levels on CA state tests (Sacramento Bee). A study by the Council of the Great City Schools of 61 urban school districts in 37 states shows year-over-year improvement in both reading and math on 2003 test results (Associated Press). In these and many similar examples, the educators directly involved credit NCLB with bringing focus to results and growth.  

Educators and stakeholders continue to debate – as they should – the merits and shortcomings of NCLB. We need, however, to balance criticisms with recognition of some real victories being gained for many students, celebrate them and learn from them. This kind of replicable success story approach to school improvement is the focus I wanted at this year’s Model Schools Conference, June 25-28 in Washington, D.C. Thirty schools with results-improving best practices to share will be spotlighted. Visit our website or call Claire Littlejohn at my office.  

Daggett Teleconference for National Centers for Career and Technical Education  

Those concerned about the future of the Perkins Act can view my May 6 webcast for the National Dissemination Center for Career and Technical Education about academically rigorous CTE programs at http://www.nccte.org/webcasts/index.asp.  The NCCTE is funded by the Office of Vocational and Adult Education, U.S. Department of Education.

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The International Center has joined forces with the Bill & Melinda Gates Foundation and the Council of Chief State School Officers on a major initiative to analyze the policies, organizational structures, and practices of 30 high schools that have achieved high standards for all students. As lead researcher and chief spokesperson, I am happy to present below three more central findings from our research. 

1.   A caring culture and belief that all students can succeed is a prerequisite to academic improvement.

2.   Many schools that have re-invented themselves experience success.

3.   While leadership is critical to school success, there are a variety of leadership styles that are effective. 

More details from this study will be released at the Model Schools Conference in June. For more information go to http://www.leadered.com/model_schools.html.  We have just added three more guest hotels in response to the overwhelming demand.  

Please contact Karen Wilkins at my office if you would like me to visit your district to share the results with you and your colleagues. (518-399-2776) 

By the Numbers: 

By 2007, an estimated 2.3 million more females than males will be enrolled in U.S. colleges. More women than men already graduate from high school, especially in Hispanic and African-American populations.

Your feedback is welcome.  

E-mail dale@leadered.com 

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