NEW YORK (AP) — Mayor Michael Bloomberg named a top publishing executive with no background in education to head the nation’s largest school system after announcing Tuesday that New York City ‘s longtime chancellor was stepping down. Hearst Magazines chairwoman Cathie Black will become the first female chancellor of the city’s 1.1 million-student school system, replacing Joel I. Klein , who has served as chancellor since 2002. Klein is leaving to become an executive vice president at News Corp . Bloomberg praised Black, a Chicago native who spent eight years at USA Today as president, publisher, board member and Gannett Co. executive vice president, as a “world-class manager.” The billionaire mayor, who often eschews traditional resumes for government posts, said Black’s business skills make her an ideal leader of educators and students. “She understands that we have to make sure that our kids have the skill sets to partake in the great American dream,” Bloomberg said. “In the end, I picked somebody who I have confidence is the right person for this job at this time.” The appointment will require a waiver from the state Department of Education because Black is not a certified teacher. The mayor said Klein will stay on until the end of the year. Black attended parochial schools in Chicago and sent her own children to private boarding schools in Connecticut. She has been on Fortune magazine’s “50 Most Powerful Women in Business” list and is the author of a book called “Basic Black: The Essential Guide for Getting Ahead at Work (and in Life).” She will be the first woman to lead the New York City school system. At Hearst, she oversees titles including Esquire; Good Housekeeping; O, the Oprah magazine and Popular Mechanics. Black’s appointment reflects Bloomberg’s view that success in business translates to similar achievements in public service. “There is no one who knows more about the skills our children will need to succeed in the 21st century economy,” Bloomberg said at a City Hall news conference with Klein and Black. Before Klein joined the Bloomberg administration, he was with media conglomerate Bertelsmann AG . Previously, he was an assistant attorney general in the Clinton administration. He headed the U.S. Justice Department ‘s antitrust division for nearly four years, where his work included launching the case to break up Microsoft Corp. Unlike Black, Klein grew up in New York City and attended public schools. As chancellor, he often clashed with unions and with parent groups that complained of being denied a role in running the schools. “Many parents will be glad to see Joel Klein leave as chancellor, who had no respect for their views or priorities,” said Leonie Haimson, who leads a parent advocacy group called Class Size Matters. Ernest Logan, the president of the union that represents New York City principals, said Klein “had a rocky road” as chancellor but learned on the job. Logan said he knows little about Black. “I’m now going to read her book,” he said. Teachers union head Michael Mulgrew said: “I look forward to working with Ms. Black. As a teacher, I will help in any way I can to improve the education for the children of New York.” Black told reporters she has had “limited exposure to unions” in her previous jobs. Klein was appointed chancellor after Bloomberg won control of the school system and disbanded the Board of Education. Bloomberg and Klein have touted the progress that students have made under their watch, but the state Education Department said last summer that rising scores on standardized tests had been overstated because the tests had become too easy. Black will likely serve no longer than the three years remaining in Bloomberg’s term. “She’s had a career, so maybe she can have the ability to devote the next three years to public service,” Bloomberg said. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

WASHINGTON — Students enrolled this semester in “Education in Black America” at Howard University got their reward Thursday morning for slogging to campus instead of sleeping in: About 10 minutes into class, singer-songwriter John Legend strode in. No introduction needed. “Surprise, surprise,” Legend said, as cell phones came out and cameras flashed. “I’m glad you didn’t skip class today.” Legend, 31, was guest professor as part of an mtvU program called Stand In , in which big names such as Bill Gates and Madonna show up unannounced and teach a class on a subject they care about. For Legend, a Grammy Award winner who grew up in poverty, that subject is education reform — a key theme of the just-released Waiting for Superman documentary, for which he wrote a song. So it made sense to arrange with professor Greg Carr to appear in Carr’s class, which was discussing the education of ex-slaves when the knock at the door came. Equal access to quality education is “the civil rights issue of our time,” Legend told students. Noting that next week marks the 53rd anniversary of the day nine black students were escorted by federal troops into the all-white Little Rock Central High School , he said “minorities today are still fighting for access to quality schools.” He warned against the “soft bigotry of low expectations,” decried high dropout rates at schools in black and Latino neighborhoods, and, responding to one question, suggested that merit-based admission programs can perpetuate inequities. “(You can’t) break that cycle of poverty if you only educate the ones who have been best-educated already,” he said. “I think you can have a better education no matter who you are.” Carr called the session “a candid exchange between a group of black students and a performer with a global profile who also shares their experience.” Students said Legend’s appearance was a great way to start the day. “What he said is extremely key,” sophomore marketing major Stephen Baiyewu, 19, said after class. “John Legend is one of the most respected African-American R&B artists.” And here are two of many tweets that circulated throughout the morning: • @ATLsBishopCrazy day, MTVU in the classroom, John Legend teaching…cant ask for much more. •@johnlegend: Had a great time @ Howard. Thanks to Prof Carr and his students. Great discussion. And yes they were surprised.

With another summer ending, the time has come to ask the perennial question: Could this be the year higher education finally embraces the e-book? Some think that developments since the last buying cycle, particularly the arrival of Apple ‘s iPad computing tablet, might foreshadow an especially good year for electronic texts. CourseSmart, an e-textbook consortium comprising five major publishers, says it has sold four times more e-textbooks in 2009-10 than it did the previous year (although it would not provide the number of copies). CourseSmart would not disclose how e-book sales are going so far this season, saying it was too early, but that it is optimistic. “We expect triple-digit growth to continue,” says Heather Shelstad, director of the consortium. UNTESTED: Can students learn as well on iPads, Kindles? SAVING MONEY: Rent, don’t buy college textbooks Others are more skeptical about whether e-books will finally boom after years of stalled progress. “They’ve been saying that for the last 10 years,” says Nicole Allen, an advocate for the Student Public Interest Research Groups (PIRGs). One reason it is difficult to parse the prospects for e-books this year is that many other things are happening in the textbook market that make “traditional textbook vs. e-book” a false dichotomy. These days, traditional books have electronic supplements; some electronic texts have print-on-demand options; and for many students, textbook decisions have more to do with renting vs. buying than print vs. digital. The iPad and the e-book It has been a truism for years that e-books are massing at the gates. For the most part, officials are no longer arguing if the college library will transform from a warehouse of bound volumes to a nexus for accessing various digital resources, but when; in last year’s Campus Computing Project survey, 76% of senior campus technology officials predicted that e-books “will be an important source for instructional resources in the next five years.” The explosive growth of online education seems to imply a mainstream acceptance of the computer screen as medium for instruction. And then there is the widely accepted argument that printed textbooks, like other analog vessels, belong to an economic model that no longer makes sense (at least not to many students). Despite the hype, e-books have remained on the fringes of higher education. In 2008, the first year the Campus Computing Project survey started asking about e-book use, respondents said the electronic texts were used in 2.2% of classes. Last year, that percentage “jumped” to 3.5. According to the Student Monitor, a group that does market research on student behavior, e-books accounted for only 2% of textbook sales last year. And while publishers have been increasing the number of titles available in digital, half of students surveyed last spring remained unaware that e-books are even an option. What’s more, the percentage of students who were aware of e-books actually dropped from the previous spring, according to that survey. Digital add-ons, such as Pearson’s Mastering software, have become very popular among professors and de rigueur among publishers. But for the most part, professors are using them alongside print textbooks, not e-textbooks. The only places where e-books are dominant are for-profit institutions such as University of Phoenix , where administrators have required instructors to assign them. (Neither the Campus Computing Project nor Student Monitor data account for students at those institutions.) However, the e-book market has seen some auspicious developments in recent months. In July, Blackboard announced changes to its popular learning-management platform that would allow professors to assign electronic texts more easily — a potential coup for e-books, since Blackboard boasts by far the most popular learning-management platform in the industry and is well-positioned to influence how professors provide course materials to students. ON THE WEB: Blackboard deal aims to galvanize e-texts INSIDE HIGHER ED: ‘The Text Generation’ But the most buzzed-about development with implications for e-books has been the unveiling of the iPad, which, among many other functions, is popular as a reading device. The last version of Amazon ‘s Kindle e-reader was ill-suited for academic reading, according to a handful of institutions that tried it out. But the iPad is touted as a more hip, versatile breed of e-reader — one that college kids are apt to buy for general purposes. And once they own e-readers, they will be more likely to buy e-books, suggested Eric Weil, managing director of Student Monitor, in a July interview with Inside Higher Ed. Half the students who responded to Weil’s spring survey either already owned an e-reader or were interested in buying one. The CourseSmart consortium of publishers, for its part, sees the iPad as a “game-changing” device, equating it to the laptop. “As the iPad captures the imagination of the next generation of students, it will raise additional awareness for the digital benefits and cost savings related to e-textbooks,” says Shelstad. In addition to the iPad’s cachet, Apple ‘s arrival on the e-reader scene portends an avalanche of apps, including ones that could offer academic readers that elusive “added value” that many — including Campus Computing Project director (and Inside Higher Ed tech blogger) Kenneth C. Green — argue are absent from the current generation of e-books. Nick Bilton, a technology writer for The New York Times and adjunct professor at New York University , last week wrote about a new app, called Inkling, that lets students interact around passages of digital text. The app also supports dynamic content from publishers; for example, a three-dimensional model of a molecule that students can navigate via the touch screen. Allen, the Student PIRGs advocate, says that a lack of such features — that is, the tendency of e-textbooks to be “flat representations of print books” — has contributed to students’ apathy toward them in the past. Still, it would be easy to overestimate the effect devices such as the iPad will have on e-book adoption, especially in the short term, says Joseph Esposito, a longtime scholarly publishing consultant. Professors will not assign e-textbooks simply because of the values added by iPad apps, since the majority of students (at institutions that have not arranged iPad giveaways) will not have the iPad, and no professor in his right mind would require his students to buy the $500-and-up device, Esposito says. E-books will probably see a bump in adoption — perhaps a significant one, if CourseSmart is moving as many digital copies as it says it is. But if e-books do win significantly more users this year, it will be primarily because there are significantly more titles available, says Esposito. “We shouldn’t be dismissive of incremental gains by digital text,” he says, “but we shouldn’t be looking for revolutionary gains.” Analog innovations Actually, the textbook-delivery trends that stand to see the greatest gains in 2010-201 have less to do with technological innovation than with economic creativity. Textbook rental services — which give students the option of securing the savings of temporary ownership upfront, rather than taking their chances in the fickle buy-back market — have been around for a while, but they are now viral. The National Association of College Stores says rental programs have increased fivefold among its members since last fall, with about 1,500 campuses now offering the rental option. In a recent press release, the association dubbed 2010 “The year of the rental.” Another novel mode of delivery for dead-tree textbooks that appears to be gaining traction is print-on-demand. Flat World Knowledge, a company that offers digital copies of its customizable textbooks for free and printed versions for relatively low prices, has dramatically broadened its reach, winning over at least one professor at each of 800 different colleges this fall, up from 400 a year ago. Flat World uses generous royalties to persuade “top authors” to write textbooks that subscribing professors can then add to and tweak to their liking; students are then given the choice of getting access to an HTML version of the customized textbook for free, buying a color PDF version for $25, ordering a black-and-white paperback version of the textbook for $30, or ordering a color version for $60. Just like the mainstream publishing houses, Flat World offers a buffet of digital add-ons, such as interactive quizzes, digital flash cards, and the like. These supplements have proven popular among Flat World customers, as they have among users of Pearson and others — a reminder that while e-books might still be on the fringes of academe, e-learning tools have made substantial inroads. This is not to say e-textbooks will fail to become increasingly relevant, even to people like Frank. This fall, Flat World is introducing an e-book version formatted for e-readers. It will cost almost the same as its analog opposite, the black-and-white printed version. Frank says Flat World will be watching with interest to see which option students pick more. As far as how Flat World users have opted to receive their textbook content so far, the least fancy formats have been the most popular. Half have chosen the free, HTML version. Of those who choose to pay, about 70% chose the $30 black-and-white printout, while 15% sprang for the $25 color PDF, and only 3% bought the $60 color paperback. It’s the sticker price, stupid What to make of those decisions? On the one hand, the popularity of the HTML version suggests that students are willing to use screen-borne texts. On the other hand, the HTML version was free. Price, not format, is still the top driver of student textbook-buying behavior, says Allen. E-books have not caught on simply because they are not, in most cases, the cheapest option, Allen says. “From what I’ve been able to tell, the print rental prices are [generally] lower than the e-book rental prices,” she says. And since all e-textbooks are essentially rentals — with access typically expiring after one or two semesters (sometimes less) — they offer no added value over renting a printed textbook as far as permanence of ownership. That, more than a lack of built-in frills, is why rentals are blowing up while e-books are merely slouching toward wider adoption, says Eric Frank, the co-founder of Flat World. “[Textbook companies] are saying, ‘We need all these bells and whistles — then we’ll sell more,’ ” Frank says. But that’s not the key, he says; bells and whistles are fine for the students who are willing to pay for them, but currently that is a decision most publishers are either making themselves or putting in the hands of professors. Students should only have to pay for the frills they want, agrees Allen. Accordingly, Student PIRGs is throwing its weight behind the Flat World model, she says. One major public system is exploring the idea of reducing the cost of textbooks to students by limiting student choice, rather than broadening it. The California State University System announced on Monday a pilot program in which professors in 32 course sections would require their students to buy e-textbooks. As a result, the system would be able to make larger purchases from the publishers at a discount, which would then be passed on to the student. This strategy of buying e-books in bulk in order to save students money on course materials has been used by for-profit institutions such as the University of Phoenix, and community colleges such as Rio Salado have pursued similar strategies with printed textbooks. In effect, students involved in the pilot would not have the choice between print or electronic, but they would be spending less than if they were allowed to choose. For now, the California State move is just an experiment, and a spokesman would not speculate on whether it could lead to broader proscriptions against printed textbooks in the name of savings. But if there comes a time when California State and other institutions decide to address the high cost of course materials by mandating bulk purchases of electronic texts, that would be a bully year for e-books indeed. For the latest technology news from Inside Higher Ed, follow @ IHEtech on Twitter .

WASHINGTON (AP) — Challenging civil rights organizations and teachers’ unions that have criticized his education policies, President Barack Obama said Thursday that minority students have the most to gain from overhauling the nation’s schools. “We have an obligation to lift up every child in every school in this country, especially those who are starting out furthest behind,” Obama told the centennial convention of the National Urban League . RACE TO THE TOP: 18 states, D.C. named $3B grant finalists VIDEO: Education is the key economic issue, president says The Urban League has been a vocal critic of Obama’s education policies, most notably the $4.35 billion “Race to the Top” program that awards grants to states based on their plans for innovative education reforms. A report released earlier this week by eight civil rights groups, including the Urban League, says federal data shows that just 3% of the nation’s black students and less than 1% of Latino students are affected by the first round of the administration’s “Race to the Top” competition. Obama pushed back Thursday, arguing that minority students are the ones who have been hurt the most by the status quo. Obama’s reforms have also drawn criticism from education advocates, including prominent teachers’ unions like the American Federation of Teachers , who have argued that the reforms set unfair standards for teacher performance. Obama said the goal isn’t to fire or admonish teachers, but to create a culture of accountability. He pinned some of the criticism on a resistance to change. “We get comfortable with the status quo even when the status quo isn’t good,” he said. “When you try to shake things up, sometimes people aren’t happy.” Seeking to ease his strained relationship with the powerful teacher’s unions, Obama hailed teachers as “the single most important factor in a classroom,” calling for higher pay, better training and additional resources to help teachers succeed. “Instead of a culture where we’re always idolizing sports stars or celebrities, I want us to build a culture where we idolize the people who shape our children’s future,” Obama said. The president laid the groundwork for what he called “an honest conversation” about education with comments on several recent developments that were designed as sweeteners for his mostly minority audience. For instance, he said his goal with his domestic agenda, including the economy, health care and other priorities, is to create “an economy that lifts all Americans — not just some, but all.” That comment earned him significant applause and pleased murmurs in the room. The president also said he very much looks forward to signing a bill recently passed by Congress to reduce the disparities between mandatory crack and powder cocaine sentences. The matter has been a longtime thorn for the black community, as the quarter-century-old law that Congress changed has subjected tens of thousands of blacks to long prison terms for crack cocaine convictions while giving far more lenient treatment to those, mainly whites, caught with the powder form of the drug. “We got it done,” Obama said. “It’s the right thing to do.” And he forthrightly addressed the racial firestorm over the recent ouster of a black Agriculture Department official. He said the forced resignation of Shirley Sherrod “marked both the challenges we face and the progress we’ve made.” “She deserves better than what happened last week,” Obama said. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.