DETROIT (AP) — High school economics teacher Jay McDowell says he didn’t like where the discussion was going after a student told his classmates he didn’t “accept gays,” so McDowell kicked the boy out of class for a day. In return, the teacher was kicked out of Howell High School in Michigan for a day — suspended without pay for violating the student’s free speech rights. The incident has sparked intense debate in Howell, about 45 miles (72 kilometers) northwest of Detroit, over defending civil rights without trampling the U.S. constitution’s right to free speech. It’s gained far wider attention since a local newspaper released video of a 14-year-old gay student from another city defending McDowell at a Howell school board meeting. On Oct. 20, McDowell told a student in his classroom to remove a belt buckle with the Confederate flag, the symbol of the southern confederacy that seceded from the United States over slavery, kicking off the Civil War in the 1860s. She complied, but it prompted a question from a boy about how the flag differs from the rainbow flag, a symbol of pride for the gay community. “I explained the difference between the flags, and he said, ‘I don’t accept gays,’” said McDowell, 42, who was wearing a shirt with an anti-gay bullying message. McDowell said he told the student he couldn’t say that in class. “And he said, ‘Why? I don’t accept gays. It’s against my religion.’ I reiterated that it’s not appropriate to say something like that in class,” McDowell said Monday. McDowell said he sent the boy out of the room for a one-day class suspension. Another boy asked if he also could leave because he also didn’t accept gays. “The classroom discussion was heading in a direction I didn’t want it to head,” McDowell said. McDowell soon received a reprimand letter from the district that said his actions violated the students’ free speech rights as well as school policy. It also said he “purposefully initiated a controversial issue” by wearing the T-shirt featuring the anti-gay bullying message. “I thought it was a really great, teachable moment,” McDowell said of his decision to remove the student from class. Graeme Taylor is among those who agree. The 14-year-old, who does not go to Howell schools, says he is gay and attended a recent school board meeting to praise a teacher who “finally stood up and said something.” “I’ve been in classrooms where children have said the worst things,” the boy told the board. “The kinds of things that drove me to a suicide attempt when I was 9 years old.” Video of Graeme’s comments had been viewed on YouTube more than 13,000 times as of Monday evening, when Howell schools held a community diversity forum that district spokeswoman Kim Root said was meant to be a step forward. “We can learn some things from this episode,” she said, adding the district hoped to receive recommendations from the public to improve “the tolerance of the district and enhance diversity efforts we already have in place.” Jay Kaplan, staff attorney for the American Civil Liberties Union of Michigan’s LGBT (lesbian, gay, bisexual and transgender) Legal Project, credits McDowell for trying to create a “welcoming environment for all students.” But Kaplan said the “teachable moment” would have come if the students stayed in the classroom. “We believe, based on those statements — as offensive and upsetting as they were — they were protected speech,” Kaplan said. “The only way we’re going to create a better environment in schools is to start talking about this.” Kaplan said Howell schools have expressed interest in accepting the ACLU ‘s offer to provide in-person training to students, faculty and staff. He said such training could provide a better understanding of what can be said and done. McDowell has filed a complaint against the district over the discipline he received, but said Monday he primarily wants to “force the school to look at itself.” “I want to force adults to look at what situation we’ve created,” he said. “I would really like us to be more aggressive in our policing of harassing and bullying.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

KEWAUNEE, Wis. — The homecoming pep rally Friday at Kewaunee High School will have extra drama this year: Everyone in town will learn whether they’ll be rooting for the River Bandits or the Storm to beat the Valders Vikings in the big football game. The selection of a new nickname is the culmination of a sometimes painful few months in this town of 2,745. Under a new state law meant to eliminate race-based nicknames, logos and mascots, a complaint prompted the Kewaunee School District to drop the “Indians” name that had been in use here since 1936. “This has been a tough time,” says Sandi Christman, who chaired a committee that got the whole community involved in the selection of a new name and mascot. “It’s like losing a friend.” To ease the sting, the school board decided to seek suggestions from students and residents. Almost 200 ideas were submitted. The 13-member committee, which included four students, narrowed the list to six: River Bandits, Storm, Cougars, Hawks, Knights and Huskies. At least 1,400 votes were cast in community-wide balloting that chose the two finalists, River Bandits and Storm. The winner was chosen by the district’s 1,030 students. The district has few Native American students. Some people aren’t ready to give up the old name. A popular shirt for sale here reads, “Once an Indian, always an Indian.” Law first of its kind A state law that took effect in May allows school district residents to lodge complaints against race-based names. The Department of Public Instruction holds a hearing before the state superintendent decides whether to bar the usage. Districts can argue that a name isn’t discriminatory if they have a tribe’s approval. In June, retired Kewaunee teacher Marsha Beggs Brown filed a complaint. The Kewaunee School Board intended to fight it, says President Brian Vogeltanz, but changed its mind on the eve of the hearing and decided to voluntarily drop the name. The district has a year to remove Indians signs from school premises. “Respect for all people — that was my motivation,” says Beggs Brown. “There’s just no refuting that these names harm children.” Some people here support her decision, she says, but “I’ve also gotten a couple of anonymous letters and anonymous phone calls, and there are people who don’t speak to me.” In 2005 the NCAA prohibited the use of Native American nicknames, mascots and imagery in postseason competition. Wisconsin’s law is the first of its kind. Department of Public Instruction spokesman Patrick Gaspar says it has received three complaints. Osseo-Fairchild schools were ordered to drop their Chieftains nickname. A complaint against the Mukwonago Chieftains is pending. There’s been no complaint in Auburndale, but it is forming a committee to look into changing its Apache nickname. Last week Kewaunee defeated the Mishicot Indians. Mishicot has permission from Michigan’s Hannahville Potawatomi to use the name because the town is named for a chief from that tribe. Barbara Munson, chair of a Wisconsin Indian Education Association task force on mascots and logos, says about 30 school districts use Indian names and about 30 dropped them voluntarily. The issue, she says, “is a failure of mainstream American culture to deal with stereotyping.” Mixed reaction Jesse Steinfeldt, an Indiana University psychology professor who has studied the effects of the nicknames and mascots, says they create “a racially hostile education environment that … can affect the self-esteem of Native American kids.” Councilman Brandon Stevens of the Oneida Nation, the tribe closest to Kewaunee, wishes the Legislature had banned all Indian nicknames. But, he says, “as long as there’s debate, there’s an avenue for education.” People here say it’s hard to give up the Indians tradition. “People are upset,” says Tim Selner, 37, a truck driver and 1992 graduate. “It’s always been part of us.” The use of Indian imagery and names “is a tribute,” says Shirley Brusky, who left school to marry a year before she would have graduated in 1955. “We were proud to be called an Indian.” Kewaunee senior Libbie Delebreau, 18, says the change is necessary “if the Indians feel it is offensive … but it’s sad that we have to lose our mascot in my last year of high school.” She hopes River Bandits will be the new name, but says, “We will be cheering on whoever we are.”

BOISE — In her small timber town in northern Idaho , Christina Williams enrolled her son in the closest public school because she had few other choices near her home. But as she watched him struggle for years — many mornings prying him out of bed and forcing him to go to school — Williams sought an alternative to the traditional classroom. The single mother now drives about 140 miles roundtrip each day to her 12-year-old son’s charter school in Sandpoint . “It’s killing my poor little car, but it is so worth the drive to me,” Williams said in a telephone interview. “He was not getting the education he needed.” Williams would like a closer alternative, but Idaho allows just six new charter schools a year. Several other states also put strict limits on the number of new charter schools. Another 11 states don’t allow charters at all, even though the federal government has created a $4.35 billion competition to encourage charters and other educational innovations. Most states adopted only modest measures to improve charter schools as a result of the “Race to the Top” competition and no new substantive charter school laws were passed, said Jeanne Allen, president and founder of the Center for Education Reform, a school choice advocate based in Washington, D.C. “I can’t tell you how much I wish Race to the Top would have created a firestorm,” Allen said. “The reality is, it didn’t.” Charter schools get taxpayer money but have more freedom than traditional public schools do to map out how they’ll meet federal education benchmarks. They are arguably more popular than ever, with a record 5,000 operating in 39 states and the District of Columbia, serving more than 1.5 million children. About 300,000 children are on waiting lists. Charter schools draw fire from teachers’ unions and other education groups, who say taxpayer money should be spent to fix traditional public education system rather than creating schools that have less oversight from state and local officials. Alabama’s politically powerful teachers’ union helped kill a bill — introduced by Gov. Bob Riley in response to Race to the Top earlier this year — that would have allowed charter schools. “The dollars we do have need to go into the classrooms of schools we’re operating,” said Paul Hubbert, executive director of the Alabama Education Association. States qualify for Race to the Top money based on a scoring system that gives states with charter schools a significant advantage. Of the 500 points a state can receive, 40 are related to charter schools. At the start of the competition, Education Secretary Arne Duncan went so far as to warn states that ban or restrict charter schools were jeopardizing their chances to win a slice of the money. But he backed off that threat, and many states, like Idaho, took that as a signal that they didn’t need to change their charter school laws. A bill to allow more charter schools for certain groups of students — such as minorities or those with disabilities — to open each year was scuttled as the Idaho Legislature focused mostly on regular public schools, which face the worst budget year for public education in the state’s history. The first Race to the Top grants were awarded in March to Tennessee, which received $500 million, and Delaware, which received $100 million. Both were lauded for their charter school laws among other attempts to improve education. Tennessee expanded charter-school eligibility only in 2009. Louisiana, Illinois, Michigan and Massachusetts also eased or eliminated limits on charter schools in the past year. North Carolina and New York are among states that, like Idaho, are holding tight to their caps on the specialized schools. One state — Mississippi — let its charter school law expire last year. Mississippi lawmakers passed new legislation in late March that would allow low-performing schools to be restructured to become either charter schools or “new start” schools, both of which are designed to revamp management and increase parental involvement. Applications for the second round of Race to the Top awards are due in June. Kentucky’s legislature is considering allowing charter schools, and Hawaii officials are considering easing charter restrictions as they vie for the federal funds. “When you put money on the line and it’s the most difficult budget faced in years, people start listening for a variety of reasons,” said Todd Ziebarth with the National Alliance for Public Charter Schools. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Cam Holmes graduated from Tulsa Community College on Friday – and she says that, but for a program created three years ago, she never would have done so. In 2007, the year she graduated from high school, Tulsa Community College created Tulsa Achieves , which waives tuition for many local residents. That year, Holmes was among 1,357 first-time freshmen from local high schools who participated. Overall, first-time freshmen enrollment at the college rose by nearly 400 students from the year prior. College officials attribute this steep enrollment growth to the program, arguing that it has attracted many students to the college who otherwise would not have considered it an option for them. TUITION-FREE: Military, engineering, specialty colleges stand ground against costs BEST VALUE COLLEGES: Top 100 for 2010 “I didn’t know where I wanted to go to college or even if I could have gone to college,” said Holmes, 21. “My G.P.A. wasn’t that high, and I just didn’t apply myself in the way that I do now.” Holmes credits Tulsa Achieves with giving her direction – she plans to transfer to Oklahoma State University in the fall, and to major in broadcast journalism – as well as the finances to afford her first two years of college. She already qualified for Pell Grants, but Tulsa Achieves took care of the remainder of her costs. She said that the program has changed some of her neighbors’ mindsets about attending college. “Some of them feel a different attitude about college and importance of it,” Holmes said. “I know I’ve talked to some people who are new to the program, and they kind of had the same situation I had – people came out of high school not knowing what they want to do.” At a time when community colleges are being urged to attract and to graduate more students, Tulsa Achieves suggests that price matters — even with relatively low-cost institutions. But it also shows that community colleges may be able to waive tuition for many students without breaking the bank. Through a mixture of financial aid, private donations and state support, college officials say they have found a way to make up for the tuition these students would have paid, all while providing access for hundreds more students, boosting retention rates and further diversifying their campus. While tuition at the college – about $1,100 for a full-time semester of four courses – is relatively low, the effort suggests not only that there may be a critical mass of students for whom any tuition may be a hindrance but also that these students can succeed. ON THE WEB: Honors programs booming at 2-year colleges INSIDE HIGHER ED: Community colleges offer classes in ‘graveyard shift’ The college is the largest two-year institution in Oklahoma, serving about 27,000 students per semester. After state and federal financial aid is applied, the “gap-funding program” pays any remaining tuition balance for up to 63 credit hours for eligible students. Only Tulsa residents who graduate from a public or private high school or home school with a 2.0 grade point average qualify. To maintain Tulsa Achieves funding, students must retain county residency, take an orientation class within their first year, complete 40 hours of volunteer service each academic year and stay in “good academic standing.” They must earn at least a 1.7 GPA when they have 30 credit hours or less and at least a 2.0 GPA when they have 31 credit hours or more. Furthermore, they must complete at least three credit hours each semester and complete at least 70% of all of their attempted coursework. The requirements reflect a number of the hot ideas in the discussion about community colleges’ “completion agenda”: that many students need to be taught to study, that efforts to connect students to the college in multiple ways are key to retention, and that avoiding missed semesters is key. Localized programs that help high school students cover the cost of college tuition, like Tulsa Achieves, are not new. For example, Kalamazoo Promise , a program in Michigan that is funded by a small group of anonymous donors, has helped more than 1,100 of the city’s public school graduates pay their tuition at any institution in the state since it began in 2005. Despite the success of such privately funded ventures, it is often hard for public entities such as local governments or colleges to establish and maintain similar tuition-waiver programs. Voters in Davenport, Iowa, for instance, rejected a program last year that would have given each of the city’s high school graduates a lump sum of $20,000 for use at any college or university of their choosing. Tulsa Community College officials said, however, that they have found such an effort affordable. To help maximize federal and state aid awards before institutional funds are used to pay for tuition, Tulsa Achieves students are required to fill out the Free Application for Federal Student Aid. Aside from this aid, the cost of Tulsa Achieves is kept down by students who qualify for Oklahoma’s Promise , a statewide program that waives public college tuition for those who come from families that earn less than $50,000 a year. The effort led to an immediate gain in Pell Grant funds, which increased by 50% in the program’s first year, to $450,000 — as more students enrolled and more applied for aid. Overall, the college is only paying full tuition for about 37% of those who enroll through the program. “The projections were on target,” said Tom McKeon, college president. “One of the primary reasons we’ve been able to do this is we’re one of only three community colleges in Oklahoma that receive local money. … And our tax base is large; we have 14 independent school districts. Local funding makes up a third of our operating budget. … That gave us a lot of flexibility. We feel we’re giving back to a county that’s been supporting us for 35 years.” This year, McKeon noted, Tulsa Achieves cost the college $4.6 million, less than 6% of its operational budget. He said that this is “considerably less” than other community colleges in his state offer in scholarships. The local community has embraced Tulsa Achieves to such a degree, McKeon noted, that local residents and business owners have helped the college raise nearly $1.2 million for a “textbook trust.” In this way, deserving students can also have their textbooks paid for without having to dip any further into institutional funds. McKeon believes the college’s financial planning for the program will keep it around for a long time. “We’re committed to our promise,” McKeon said. “It’s not created a financial hardship for our institution, even in the midst of this recession; we’ve had to cut our budgets just like everyone else. But we’re seeing improvement out there; house prices are steady and unemployment is going down.” Matt Short, college financial aid director, sees other benefits. For example, he noted that the college’s annual loan volume decreased by nearly 1,000 loans when it launched Tulsa Achieves and that “is almost certainly correlated very closely to the 1,300 odd freshmen that did not have loans packaged on their awards that year for the first time.” Lauren Brookey, college spokeswoman, noted that, since the program started, its 4,342 participating students have completed more than 92,000 hours in community service. She added that the Tulsa Achieves has also helped the college reach out to minority and other “underserved” students. “We call this the ‘no excuses scholarship,’ ” Brookey said. “It helps spread the word and get more people to go to college. The simplicity of the program, we think, makes it easy for us to tell students that they have no reason not to go to college.” Tracey Medina, for example, is the first in her family to go to college, and she credits Tulsa Achieves with getting her there. “My parents told me that they would help me as much as they could, but they didn’t think it was going to be possible to pay for college,” the 19-year-old said. “Now that I’m here, they are very proud of me because I’m a first-generation college student and I’m helping other students enroll at the school. The rest of my family, especially my nieces and nephews, really look up to me now and always ask me all about college.” Tulsa Achieves has already influenced the creation of another program in Knoxville, Tennessee called knoxAchieves , which will give 500 Knox County public high school graduates up to $3,000 annually for community college tuition. McKeon also said that he has heard from some elected officials in his state of Oklahoma, who have ambitions of creating a statewide program.

DETROIT (AP) — A school district in Michigan is defending its intentions after a field trip by African-American elementary students drew complaints from excluded children and their parents. Officials said Wednesday that 30 students from Dicken Elementary School in Ann Arbor met last week with an African-American rocket scientist at the University of Michigan. It was part of a larger effort to help close persistent test-score gaps between black and white students. SCIENCE, MATH: Vanderbilt, Fisk collaborate to get more minorities doctorates MINORITY ACHIEVEMENT: Young students improve, but gap remains later District spokeswoman Liz Margolis says the students were booed by others when they returned, and Principal Mike Madison admonished those children for their response. Madison told parents in a letter that the activity could have been approached better but the goal was positive. Officials will also discuss the matter at a parent-teacher meeting Thursday. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.