By Faith Birnbaum
The political environment in Massachusetts is tense, with the top two candidates for governor, Charlie Baker, Republican, and Democratic incumbent, Deval Patrick, vying for the slim majority of votes. Independent Tim Cahill and Julie Stein are distant third and second, with a combined popularity of less than 9%1. The race on Nov. 2 is really between Baker and Patrick, and we want to know their positions on education!
Gov. Deval Patrick
Over the last term, Governor Deval Patrick has had some big accomplishments for education. The most recent was securing 250 million dollars in federal aid through Obama's program, Race to the Top2. That money will be going directly to school districts. Patrick has also advocated and secured other various funds for education: he allocated $204 million from the federal Education Jobs Fun to school districts, ensuring that all districts will receive at least $25 per student more than last year3. A large source of federal funding has come from the American Recovery and Reinvestment Act (ARRA), which has provided over 350 million for higher education and 2 billion for K-12 due to Patrick's advocacy4. Under Patrick, the combination of state and federal aid has totaled $4.07 billion, which is the highest in history5. Considering this against the backdrop of the economic recession, Patrick has made it clear that educational aid is not an open to cuts.
Patrick has also attempted to close the educational gap between underfunded, under performing schools and the rest of the state. Patrick allocated $27 million to 12 under performing schools to improve student achievement6.
A big issue for Patrick is the establishment of more charter schools. Charter schools are publicly funded but privately run. They can tailor their educational programs to fit the needs of the communities they serve, and provide educational choices and innovations for parents. Patrick has raised the cap on charter schools, from 9% to 18%, in under performing school districts in order to increase their numbers. Currently, there are 42 applications for new charter schools waiting to be reviewed7. Additionally, Patrick wants to change how charter schools are funded: as of now, the money comes from the school district budget. At times, charter schools have a surplus of money, part of which is returned to the district. He would like to create a separate category for charter schools in state budget, so that the school districts know exactly how much money they are receiving and that charter school funding does not directly take money away from public schools8.
The largest teachers' union in Massachusetts, the Massachusetts Teachers Association, (MTA), has given Patrick their endorsement for this upcoming election9. Although the MTA and Patrick have had disagreements, they are impressed with his securement of funds for education and his determination to avoid cutting educational aid. In the past, the MTA has disagreed with Patrick over creating more charter schools, which usually do not hire from the teachers' union, and giving the superintendent more power to re-evaluate teachers.
Patrick has plans for education next term: in addition to securing more funding, opening more charter schools and avoiding cutting educational spending, he would like to adopt educational standards in addition to the MCAS. The MCAS, (Massachusetts Comprehensive Assessment System) a test which high-schoolers must pass in order to graduate, is considered more rigorous than the national standards for educational achievement. Patrick would like to keep MCAS, but also develop other tools to monitor students' progress10. He feels that MCAS, although valuable, does not sufficiently measure a student's education on it's own. Next term, he would push to develop other educational diagnostic tools. Patrick would also like to implement a merit-based pay system for schools. This would be on a team by team or school by school system to foster collaboration. He has also mentioned expanding early education by creating a free full-day kindergarten program available for all 5 year olds11.
Charlie Baker has criticized Patrick's education record, stating that because he failed to go after certain saving and reforms, there has been a loss of 3,200 teachers and 140 million in higher education fuding, which could have been avoided12.
Charlie Baker
Charlie Baker has also spoken about education. He wants to keep MCAS, and only MCAS, as a graduation requirement13. Massachusetts has already invested time and money into developing MCAS, so he does not see the value of spending more money to adopt and implement additional standards. Baker has spoken against cutting local aid, and he proposes to downsize the state bureaucracy in order balance the budget14. He would like to tie teacher evaluations to student performance, give the superintendents greater authority over the hiring and firing of teachers, and give states more resources to change under performing schools15. He is also in favor of charter schools.
Patrick has critiqued Charlie Baker's proposals, claiming that his tax cuts would result in a $2.5 billion cut to the budget16. Baker has not said how he would fund local aid and have tax cuts simultaneously.
Patrick has also attacked Baker's record: Charlie Baker was on the Board of Elementary and Secondary Education, where he missed 1/3 of the meetings and voted to cut education funding17. Charlie Baker has repeatedly reaffirmed his commitment to local aid and promises that he will not cut it18.
Works Cited
1http://www.rasmussenreports.com/public_content/politics/elections/election_2010/election_2010_governor_elections/massachusetts/election_2010_massachusetts_governor
2http://www.mass.gov/?pageID=gov3pressrelease&L=1&L0=Home&sid=Agov3&b=pressrelease&f=100921_stoughton_school_visit&csid=Agov3
3Ibid.
4http://www.mass.gov/?pageID=edupressrelease&L=1&L0=Home&sid=Eoedu&b=pressrelease&f=20100825_highest_edu_funding&csid=Eoedu
5Ibid.
6http://www.mass.gov/?pageID=edupressrelease&L=1&L0=Home&sid=Eoedu&b=pressrelease&f=20100812_1st_school_turnaround_grant&csid=Eoedu
7http://www.doe.mass.edu/charter/news/2010/0816pr.html
8http://www.ontheissues.org/governor/Deval_Patrick_Education.htm'
9http://www.boston.com/news/local/massachusetts/articles/2010/07/13/teachers_union_seeks_patricks_reelection/
10http://devalpatrick.com/entries/republican_charles_bakers_education_charade_continues#nav:top-of-page
11http://www.ontheissues.org/governor/Deval_Patrick_Education.htm'
12http://www.boston.com/news/local/breaking_news/2010/10/baker_patrick_c.html
13http://www.charliebaker2010.com/issuesEducation.php
14http://www.enterprisenews.com/news/state_news/x682903220/Governor-hopeful-Charlie-Baker-talks-education-at-Brockton-press-conference
15http://www.charliebaker2010.com/integratedblogsite/c=pressreleases/?p=1057/
16http://www.bostonherald.com/news/politics/view/20101019charlie_baker_hits_gov_deval_patrick_on_local_aid_cuts/
17http://devalpatrick.com/entries/baker_flunks_the_honesty_test#nav:top-of-page
18http://www.enterprisenews.com/news/state_news/x682903220/Governor-hopeful-Charlie-Baker-talks-education-at-Brockton-press-conference
Thursday, October 28, 2010
Thursday, October 21, 2010
An Inside Scoop on Brown University
Written by Faith Birnbaum, Brown Alumni '10
This is a short, unofficial guide to Brown University, for those of you who have the opportunity to choose this institution. I graduated from Brown in May 2010, and I hope that sharing my experiences will help you to make a more informed decision. I doubt that you will be able to find the same information in an info session or campus tour--only the graduates, who are not recruiting you, know what the school is really like.
Curriculum
The most important aspect to consider is the open curriculum. In my experience, this has distinguished Brown from any other college in a multitude of ways. An open curriculum means that Brown does not require any core classes--that’s right, you could graduate without taking a single math class (like me). There are definitely advantages and disadvantages to this system. A huge advantage is that the endless opportunities force you to take ownership of your education. Nobody is telling you what is important, so you must be the one to figure it out. It allows you to explore different fields; for example, my freshman year, I took a class on Human Sacrifice—just because it seemed interesting.
Brown’s selection of classes is vast and unbelievably interesting; subjects that you would normally overlook are expanded and turned into a full credit semester-long class. Freshmen are bombarded with choices like “Political Theatre of the Americas,” “Theory of Probability,” and “Biology of Communication,” along with the more standard History, Science, English and Math fields. To see the full spectrum of classes, go to Mocha, a website frequently used by students to create course schedules: http://brown.mochacourses.com/mocha/main.jsp If you don’t see a class that appeals to you, you are even allowed to create one yourself; under the supervision of a professor, you can form an independent study. The freedom that an open curriculum provides results in a very diverse education, and one that the student should take seriously.
This leads me to the disadvantage of an open curriculum. It is your responsibility to expose yourself to different things. If you are not a self-driven, motivated student, you will probably still do well at Brown, but you probably won’t get the most out of what it has to offer. There are many concentrations (Brown doesn’t use the word ‘major’), and for the student without ambition and drive, it can seem too daunting. You don’t want to end up at the end of your sophomore year--when you must declare a concentration--not knowing what to declare.
Advising is not the best at Brown; the administration has taken steps to improve it, but it still falls short of where it should be. There are older students paired with younger students to talk about classes, and professors that are supposed to meet frequently with freshmen. There is also a Career Development Center, which can advise what classes to take if you are interested in a particular career. However, because there are so many choices, advising can only help so much, and it is ultimately the responsibility of the student to analyze and think through their class choices.
Campus Life
Brown is a small campus with approximately 6,000 students, and believe me, by the end of senior year, it feels a lot smaller! If you see an unfamiliar face senior year, chances are high that you know a few people in common. Students at Brown are very, very interesting, and for the most part, I loved the people I met. There are many different groups and niches, so it is hard to classify what the Brown community is like; the only way to classify it is to say it is diverse. There are students who love to go out drinking, those that prefer to stay and discuss philosophy, music aficionados, types that are introverted, extroverted, family oriented, lost, driven, basically everything. The diversity of the community is a huge plus; if you meet enough people, you are guaranteed to find good friends.
The social life of the school is diverse as well. There are a few frats that throw parties once or twice a weekend. These parties are usually a big attraction for freshmen and sophomores, and they are a great way to meet new people. There are two sororities on campus as well (one of which I was a member, Alpha Chi Omega), and they have smaller social events as well. Greek life is very small, only 1% of the campus joins, and therefore the frats and sororities are very welcoming and friendly; definitely not the stereotypical ones of the south.
If you prefer to avoid the frat parties, there are many people who are up for just hanging out in the dorm. Keene, a freshmen dorm of 1,000 students, is huge and full of activity on the weekends. Many people leave their doors open and it’s not unusual during the first week for you to wander into a neighbor’s room and introduce yourself. Thayer Street, the most popular spot for Brown students on weekends, is full of bars and late-night restaurants.
There is also an emphasis on culture at Brown, more so than I would expect from other schools. Clubs that celebrate heritage and culture are popular, and they frequently put on shows and events. I didn’t get involved in those, but if I could re-do my Brown experience, I would probably join one.
Overall, I would highly recommend Brown University, and I would expect your experience to be very different from mine. Brown is very eclectic, and it fosters personal growth, development, and analytical thinking. In the end, that is really what you want to get out of a good college education. If Brown is on your option list, the best way to figure it out is to contact the admissions department and set up an overnight stay. They’ll pair you up with a freshman, so you can spend a night on campus to get a feel for what it’s really like. Good luck in your search.
This is a short, unofficial guide to Brown University, for those of you who have the opportunity to choose this institution. I graduated from Brown in May 2010, and I hope that sharing my experiences will help you to make a more informed decision. I doubt that you will be able to find the same information in an info session or campus tour--only the graduates, who are not recruiting you, know what the school is really like.
Curriculum
The most important aspect to consider is the open curriculum. In my experience, this has distinguished Brown from any other college in a multitude of ways. An open curriculum means that Brown does not require any core classes--that’s right, you could graduate without taking a single math class (like me). There are definitely advantages and disadvantages to this system. A huge advantage is that the endless opportunities force you to take ownership of your education. Nobody is telling you what is important, so you must be the one to figure it out. It allows you to explore different fields; for example, my freshman year, I took a class on Human Sacrifice—just because it seemed interesting.
Brown’s selection of classes is vast and unbelievably interesting; subjects that you would normally overlook are expanded and turned into a full credit semester-long class. Freshmen are bombarded with choices like “Political Theatre of the Americas,” “Theory of Probability,” and “Biology of Communication,” along with the more standard History, Science, English and Math fields. To see the full spectrum of classes, go to Mocha, a website frequently used by students to create course schedules: http://brown.mochacourses.com/mocha/main.jsp If you don’t see a class that appeals to you, you are even allowed to create one yourself; under the supervision of a professor, you can form an independent study. The freedom that an open curriculum provides results in a very diverse education, and one that the student should take seriously.
This leads me to the disadvantage of an open curriculum. It is your responsibility to expose yourself to different things. If you are not a self-driven, motivated student, you will probably still do well at Brown, but you probably won’t get the most out of what it has to offer. There are many concentrations (Brown doesn’t use the word ‘major’), and for the student without ambition and drive, it can seem too daunting. You don’t want to end up at the end of your sophomore year--when you must declare a concentration--not knowing what to declare.
Advising is not the best at Brown; the administration has taken steps to improve it, but it still falls short of where it should be. There are older students paired with younger students to talk about classes, and professors that are supposed to meet frequently with freshmen. There is also a Career Development Center, which can advise what classes to take if you are interested in a particular career. However, because there are so many choices, advising can only help so much, and it is ultimately the responsibility of the student to analyze and think through their class choices.
Campus Life
Brown is a small campus with approximately 6,000 students, and believe me, by the end of senior year, it feels a lot smaller! If you see an unfamiliar face senior year, chances are high that you know a few people in common. Students at Brown are very, very interesting, and for the most part, I loved the people I met. There are many different groups and niches, so it is hard to classify what the Brown community is like; the only way to classify it is to say it is diverse. There are students who love to go out drinking, those that prefer to stay and discuss philosophy, music aficionados, types that are introverted, extroverted, family oriented, lost, driven, basically everything. The diversity of the community is a huge plus; if you meet enough people, you are guaranteed to find good friends.
The social life of the school is diverse as well. There are a few frats that throw parties once or twice a weekend. These parties are usually a big attraction for freshmen and sophomores, and they are a great way to meet new people. There are two sororities on campus as well (one of which I was a member, Alpha Chi Omega), and they have smaller social events as well. Greek life is very small, only 1% of the campus joins, and therefore the frats and sororities are very welcoming and friendly; definitely not the stereotypical ones of the south.
If you prefer to avoid the frat parties, there are many people who are up for just hanging out in the dorm. Keene, a freshmen dorm of 1,000 students, is huge and full of activity on the weekends. Many people leave their doors open and it’s not unusual during the first week for you to wander into a neighbor’s room and introduce yourself. Thayer Street, the most popular spot for Brown students on weekends, is full of bars and late-night restaurants.
There is also an emphasis on culture at Brown, more so than I would expect from other schools. Clubs that celebrate heritage and culture are popular, and they frequently put on shows and events. I didn’t get involved in those, but if I could re-do my Brown experience, I would probably join one.
Overall, I would highly recommend Brown University, and I would expect your experience to be very different from mine. Brown is very eclectic, and it fosters personal growth, development, and analytical thinking. In the end, that is really what you want to get out of a good college education. If Brown is on your option list, the best way to figure it out is to contact the admissions department and set up an overnight stay. They’ll pair you up with a freshman, so you can spend a night on campus to get a feel for what it’s really like. Good luck in your search.
Tuesday, October 12, 2010
Private V.S. Public High Schools
Parents commonly face the dilemma of choosing a public or a private school for their children. You may ask, how do they compare? There are many differences between the two, including facilities, class sizes, the teaching staff, budget, and prestige.
When it comes to facilities, public schools often range based on the town they are located in. If you live in an area where the public school is in good shape, then it may not be too different from a private school. However, for those who live in an area where the local public schools are mediocre, it may be better to attend a private school, just for the advanced facilities.
Private schools often have alumni who donate money that adds to the budget and further enhances the attributes of the school. Sometimes, thanks to endowments, private schools look more like a state-of-the-art university than a high school. This can be a huge edge when comparing a private school to a low budget public school with less than acceptable amenities.
When it comes to class size, public schools enroll every student that lives in the area. This can lead to large class sizes and overcrowding, depending on the area. Private schools, on the other hand, usually have a competitive admission process and therefore accept fewer students and have smaller classes. This can provide more individualized attention for the students, and can create stronger relationships between the students and faculty.
Many have the notion that teachers at private schools have better credentials than public school teachers. That is not necessarily the case, as every school varies. It is best to look at the teaching staff at both the public school and the private school you are considering to determine which environment is the better match. Most teachers in Massachusetts that teach in the public schools are REQUIRED to pass licensing exams (MTEL), and have (or are working towards) a masters’ degree. As private schools are not required to conform to state standards, teachers in this setting often have a range of degrees and experiences.
Local property taxes support the bulk of public education. Private schools rely on tuition to support their budget, which can always be raised. Private schools usually have much higher budgets thanks to generous alumni donations and high tuitions. A higher budget translates to more money towards sports teams, science programs, field trips, and music instruments. The budget really can affect a student’s education, mainly if the school’s budget is low, certain programs or benefits are cut all together.
It is really a personal choice as to what type of high school you want your child to attend. If you live in a great area with respected public schools, we don’t believe it will hinder the education of your child.
When it comes to facilities, public schools often range based on the town they are located in. If you live in an area where the public school is in good shape, then it may not be too different from a private school. However, for those who live in an area where the local public schools are mediocre, it may be better to attend a private school, just for the advanced facilities.
Private schools often have alumni who donate money that adds to the budget and further enhances the attributes of the school. Sometimes, thanks to endowments, private schools look more like a state-of-the-art university than a high school. This can be a huge edge when comparing a private school to a low budget public school with less than acceptable amenities.
When it comes to class size, public schools enroll every student that lives in the area. This can lead to large class sizes and overcrowding, depending on the area. Private schools, on the other hand, usually have a competitive admission process and therefore accept fewer students and have smaller classes. This can provide more individualized attention for the students, and can create stronger relationships between the students and faculty.
Many have the notion that teachers at private schools have better credentials than public school teachers. That is not necessarily the case, as every school varies. It is best to look at the teaching staff at both the public school and the private school you are considering to determine which environment is the better match. Most teachers in Massachusetts that teach in the public schools are REQUIRED to pass licensing exams (MTEL), and have (or are working towards) a masters’ degree. As private schools are not required to conform to state standards, teachers in this setting often have a range of degrees and experiences.
Local property taxes support the bulk of public education. Private schools rely on tuition to support their budget, which can always be raised. Private schools usually have much higher budgets thanks to generous alumni donations and high tuitions. A higher budget translates to more money towards sports teams, science programs, field trips, and music instruments. The budget really can affect a student’s education, mainly if the school’s budget is low, certain programs or benefits are cut all together.
It is really a personal choice as to what type of high school you want your child to attend. If you live in a great area with respected public schools, we don’t believe it will hinder the education of your child.
Friday, October 8, 2010
College of the Month: Boston College
Located in Chestnut Hill, Boston College is a private college with a Roman Catholic affiliation. Undergrads love the location, as they are in the midst of suburbia but it’s just a quick train ride into the heart of Boston. There they can find museums, concerts, shopping, and restaurants. They are also in the middle of a huge college area- with Northeastern University, Boston University, Harvard, Emerson, and others located nearby.
BC is described as one of the top universities in the northeast and those who attend are proud of where they hail from. Football and hockey games draw large attendance, including many alumni. Many students plan road trips to other colleges for BC football games, specifically the huge game at Notre Dame in Indiana.
With less than 10,000 students enrolled, BC is a competitive school that can be tough to get into. Students are usually at the tops of their classes in high school and are well-rounded individuals who are athletic and smart. BC has many students whose parents were also graduates.
Most students are white, although diversity is something that is growing with increasing numbers of international, Asian, and Hispanic students. Despite the numbers of non conformers, students still describe the school as having mostly preppy girls wearing UGGS, North Face and Abercrombie & Fitch, and collared shirt wearing guys. There is no Greek life on this campus; however, there are lots of student organizations to choose from and intramural teams to play for.
Students are huge on studying abroad at BC, many even turning their semesters overseas into a volunteer trip. BC offers programs at international partner institutions where students can continue to pay their BC tuition and receive financial aid. There are also approved programs, which aren’t affiliated with BC, but fortunately classes can still be transferred. Students are huge on volunteering and the Appalachia Volunteer Group gives students the ability to participate in local service opportunities throughout the year and then travel to a struggling region of the United States during spring break to lend a hand. Keep in mind that housing is NOT guaranteed junior year on campus, thus this is the time most students study abroad.
If you’re looking for a smaller college with competitive students who have lots of school pride, this is the place for you.
BC is described as one of the top universities in the northeast and those who attend are proud of where they hail from. Football and hockey games draw large attendance, including many alumni. Many students plan road trips to other colleges for BC football games, specifically the huge game at Notre Dame in Indiana.
With less than 10,000 students enrolled, BC is a competitive school that can be tough to get into. Students are usually at the tops of their classes in high school and are well-rounded individuals who are athletic and smart. BC has many students whose parents were also graduates.
Most students are white, although diversity is something that is growing with increasing numbers of international, Asian, and Hispanic students. Despite the numbers of non conformers, students still describe the school as having mostly preppy girls wearing UGGS, North Face and Abercrombie & Fitch, and collared shirt wearing guys. There is no Greek life on this campus; however, there are lots of student organizations to choose from and intramural teams to play for.
Students are huge on studying abroad at BC, many even turning their semesters overseas into a volunteer trip. BC offers programs at international partner institutions where students can continue to pay their BC tuition and receive financial aid. There are also approved programs, which aren’t affiliated with BC, but fortunately classes can still be transferred. Students are huge on volunteering and the Appalachia Volunteer Group gives students the ability to participate in local service opportunities throughout the year and then travel to a struggling region of the United States during spring break to lend a hand. Keep in mind that housing is NOT guaranteed junior year on campus, thus this is the time most students study abroad.
If you’re looking for a smaller college with competitive students who have lots of school pride, this is the place for you.
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