I’m not sure what to make of this, but it’s related to business and internships and this video is hot right now — so it’s going on our blog. Meet Cisco’s rapping intern:
If you’d like an intern of your own — rapping or otherwise — check out our fine affiliate program, Indiana INTERNnet. The INTERNnet team, led by executive director Pam Norman, is doing an amazing job connecting Indiana businesses with eager interns. You can also follow the program’s blog at www.indianainternnation.com.
A recent Indianapolis Star story on charter schools found that the city’s KIPP (Knowledge is Power Program) charter is falling well short in its performance in regard to student testing. The story accurately pointed out that charter performance, like that of other public schools, relies on strong teachers and solid leadership.
On a national level, 22 KIPP middle schools are part of a long-range study and have been lauded for strong achievement in an interim report.
According to the Thomas B. Fordham Institute:
Though KIPP schools have been the focus of previous research, this is by far the largest and most rigorous study to date. And the results are encouraging. Using matched student achievement data from 22 middle schools that had been open since at least 2005-06, Mathematica analysts found statistically significant impacts on reading in 15 of the 22, and on math in 18. Conversely, just two schools had a significantly negative impact on reading, while one school had a significantly negative impact on math (in year 1), which actually reversed into a positive impact by year three. These positive effects are sizable, especially in math. After three years in a KIPP school, a student will have made on average 4.2 years of growth in math and 3.9 years of growth in reading.
This was true even though KIPP included in its treatment group all students who were ever enrolled in a KIPP school during the study, including those who spent just one year at KIPP and subsequently left, as well as the results for two schools that lost their KIPP affiliation during the study and subsequently closed. That means these results are probably conservative in terms of students who remained enrolled at KIPP all four years of middle school because they hold KIPP accountable for students who actually were not at KIPP for the majority of their middle school years. Though KIPP surely deserves praise for these results, it should also be applauded for subjecting itself to such a rigorous assessment.
A release from eMarketer.com contends that Ball State University students who received ads on their mobile phones were not very enthusiastic about it. (I say if you want people to get jazzed about marketing again — especially on their personal communication devices — then it’s time to bring back The Noid.)
A Ball State University study of a primarily female group of college students found that a majority of them had seen ads on their phones, including 51.2% of smartphone or touchscreen phone users and 61.3% of feature-phone users. Text ads were most prevalent.
Their reactions to ads were highly negative. More than 40% were annoyed to get an ad, compared with just 1.2% who were pleased and 17.6% who were neutral. Even more dramatic, nearly three in 10 said they were less likely to purchase a product after seeing a mobile ad for it. Slightly fewer reported their purchase intent was unchanged, but only a small number said mobile ads encouraged them to purchase.
A substantial minority of respondents (44.3%) would not be induced to receive mobile ads under any circumstances, but 37% were willing to accept them for something free in return. Free ringtones and music were the most popular exchange. In addition, almost two-thirds of all respondents said ads would be OK if they got paid to see them, and the largest segment of that group wanted at least $1 in return for each ad viewed.
Oh, California. You gave us good wine, the Grateful Dead, and Reggie Miller. We should probably be a little kinder to you than we are. But you don’t make it easy. The Heartland Institute asserts the Golden State just isn’t getting it when it comes to education, throwing money at a failing system instead of letting the system work for the kids. Here’s an excerpt:
Frustrated by some tough budget years, California public school officials want a court to declare the state’s Byzantine school finance system unconstitutional. The stated goal of the lawsuit is to circumvent lawmakers (and reality) by asking a judge to force billions of dollars in unaffordable education spending increases.
But the system isn’t "unconstitutional" so much as unworkable. The way to achieve an equitable and affordable public school system in the Golden State isn’t more funding to prop up a bloated bureaucracy. The answer is to fund all children equally by letting the funding follow the child. The answer is choice.
This is hardly a radical idea. Arizona, Florida and Pennsylvania, for example, offer tax credits to corporations and individuals who finance scholarships for children from low-income families. Even Sweden lets families choose the school they want, public or private, backed by a tax-subsidized scholarship…
The education establishment views the case as a bureaucracy preservation problem, which evades the real problem - the failure of that bureaucracy to educate California’s children. Students only enter the equation as a pretext for propping up the salaries and benefits of public employees.
The fact is, court-ordered school spending has never translated to academic success. A federal court judge ruled in 1985 that school officials in Kansas City, Mo., had to double local property taxes to fund $2 billion aimed at improving performance in low-income and mostly minority schools. In the blizzard of spending that followed over the next two decades, students got state-of-the-art science facilities, Olympic-size swimming pools, small classes - and no measurable improvement in academic outcomes.
Voters’ efforts to boost school funding haven’t translated to success either. Proposition 98, which Californians passed in 1988, locked California into a budget-busting mandate directing at least 40 percent of the state budget toward elementary and secondary education. Since its passage, California has seen negligible gains in academic outcomes and lagged well behind mediocre national trends.
What the California case needs is a second group of plaintiffs to intervene and argue the only workable way to secure the fundamental right to an education in a truly equitable fashion is to fund every child equally. The court certainly could declare the entire system unconstitutional - and then insist that funding follow the child to any school that meets California’s content standards.
Lasting reform requires shifting from the stifling chaos of the current "bureaucracy-based" system to the spontaneous order that will unfold as we fund the child. That’s the only system that comports with the spirit and the letter of the "equal protection" clause in any constitution.
Stan Jones, Indiana’s longtime commissioner for higher education, was the Indiana Chamber’s 2009 Government Leader of the Year (BizVoice story here). Jamie Merisotis is president of the Indianapolis-based Lumina Foundation for Education. The two teamed last Friday to deliver a clear message to the Obama administration: get newly appropriated funds to community colleges that do a good job taking displaced workers, helping them earn a needed certificate in a timely manner and putting those people back in the workforce.
Inside Higher Ed has an in-depth report on their proposal. Here are some key excerpts:
While Merisotis and Jones did not set a time limit, they generally praised as models programs that take a year, maximum, to finish – quite a contrast from the two-year norm for many associate degrees – assuming students enroll full time. If anything, the model Merisotis believes community colleges around the country should emulate is a rather old idea – that of a traditional vocational school.
In a handful of states – Ohio, New York, Tennessee, Washington and Wisconsin – there are technical institutions separate from community colleges. In Tennessee, for instance, 13 community colleges offer associate degree programs, whereas 27 “technical centers” offer only one-year certificate programs in high-demand fields. These institutions, like for-profit trade institutions, focus on getting students a credential and getting them out out in a short period of time.
Jones: "There’s nothing wrong with directed choice. … I call it kind of back to the future. They didn’t invent this yesterday; They’ve been doing this [in Tennessee] for 20 years. Some of the rest of us kind of discovered it – that they were on the right track for 20 years. Block scheduled, cohort-based, integrated – it’s highly effective.”
Jones and Merisotis believe the government should encourage the development of short-term, quick-hit programs like this at community colleges around the country with the $2 billion Community College and Career Training Grant program, which passed as part of the health care/student loan reconciliation bill earlier this year.
Additionally, Jones and Merisotis say that Congress should extend unemployment benefits so that anyone receiving them can attend college, as long as they are enrolled full-time in a one- or two-year degree program. Finally, they suggest that the government create a new program of “education stipends” to offset the tuition and living costs of going to college, essentially making the completion of a program the “job” of the recipient.
For-profit colleges will likely be required to disclose information about their programs’ job placement rates, graduation rates and other statistics so the U.S. Department of Education can calculate graduates’ debt load and income, a New York Times article reports this week.
Ultimately that data could make a school ineligible for federal financial aid based on graduates’ debt in relation to their income if it doesn’t meet a certain ratio (which has not been finalized). The original idea was “cutting off federal aid to programs whose graduates could not repay their student loans in 10 years with 8% of the income,” the story notes.
Wondering what exactly constitutes a for-profit school? The proposed rule would affect the likes of Harrison College and ITT Technical Institute – both based in Indiana.
I wrote about this fast growing higher education sector in a March/April BizVoice® story. Read about how for-profit schools don’t receive taxpayer dollars directly (like IU, Purdue and other public schools); instead they are large consumers of federal student aid. Nationally, for-profit schools received about one-fifth of federal financial aid each year.
It’s stats that like that have the Department of Education evaluating whether these same programs are a drain on federal aid while leaving graduates in low-paying jobs with no way to pay off the debt. The final rules are expected to be published in November and take effect in July 2011, the NYT reports.
While this regulation wouldn’t disqualify all for-profit schools from financial aid, I imagine such rules could continue to feed many perceptions about the industry. Read what leaders at Indiana for-profit schools have to say about how their programs are built around top-demand jobs in Indiana.
I wrote two days ago about an Expanded Learning Time pilot program in Massachusetts that has generated improved academic performance. Didn’t really think it would be time to harp on the same subject again, but …
Hawaii has passed a new law that guarantees 180 days per school year. (Our 50th state had the fiasco in 2009-2010 of furlough Fridays when state budget shortages sent teachers home at the end of the week and resulted in 163 days of instruction). Indiana and a large number of other states have been at that 180 number for years.
Big deal! Other countries around the world are at 190, 200, 220 days and more. They’re greatly exceeding the five-hour daily instructional average that Hawaii is also putting into law and others undoubtedly are following. And those countries are somehow ending up with better test scores than their U.S. counterparts in international comparisons.
Let’s review. More days in school plus more time on task each day helps equal better results. Sounds like a basic elementary school equation.
Oh, by the way, in Hawaii, leaders indicate the next challenge is bargaining with teachers unions on how to implement the new requirements. Don’t get me started on that.
Read the Hawaii story if you wish; more importantly, speak up and support school reform efforts before more students pay the consequences.
A release from 
Oh, California. You gave us good wine, the Grateful Dead, and Reggie Miller. We should probably be a little kinder to you than we are. But you don’t make it easy. The 
