NEW YORK — President Barack Obama ‘s call for a longer school day and year for America’s kids echoes a similar call he made a year ago to little effect, illustrating just how deeply entrenched the traditional school calendar is and how little power the federal government has to change it. Education reformers have long called for U.S. kids to log more time in the classroom so they can catch up with their peers elsewhere in the world, but resistance from leisure-loving teenagers isn’t the only reason there is no mass movement to keep schoolchildren in their seats. Such a change could cost cash-strapped state governments and local school districts billions of dollars, strip teachers of a time-honored perk of their profession, and irk officials in states that already bridle at federal intrusion into their traditional control over education. “If you extend the school year for, say, five days, you’re paying for another week of salaries, another week of utilities and another week of fuel for, in South Carolina , 5,700 school buses,” said Jim Foster, a spokesman for the South Carolina Department of Education. Obama told NBC ‘s Matt Lauer on the Today show Monday that the U.S. school year is too short. OBAMA: GOP would reverse education progress REPORT: Poor science education hurts U.S. economy “The idea of a longer school year, I think, makes sense,” he said. He did not specify how long that school year should be, but said U.S. students attend classes, on average, about a month less than children in most other advanced countries. U.S. schools through high school offer an average of 180 instruction days per year, according to the Education Commission of the States. That compares to an average of 197 days for lower grades and 196 days for upper grades in countries with the best student achievement levels, including Japan, South Korea, Germany and New Zealand. Many education experts say American kids should spend more time in school. “There’s a growing awareness that American kids are being shortchanged academically by the short school day and the short school year,” said Pedro Noguera, a professor of education at New York University . Today’s American kids have a long summer vacation because previous generations needed the summer off to work on family farms. Now researchers say the tradition causes a “summer learning loss” as kids put aside the books for the summer. The problem hits low-income students especially hard. A Johns Hopkins University study found that disadvantaged kids fall back during the summer break, while better-off kids hold steady or continue to learn. Charter schools that aim to bring low-income students up to grade level, such as the KIPP academies and the Harlem Children’s Zone in New York City, generally offer a longer school year and a longer school day. In most cases the charter schools have leeway to set their own schedules, in part because their teachers are not covered by union contracts. At traditional public schools where teachers and other employees are usually represented by unions, lengthening the school day or the school year would be subject to collective bargaining, and more hours would cost more money. “It has to be negotiated, and it takes money,” said Janet Bass, a spokeswoman for the American Federation of Teachers . “Right now teachers and all other school staff are compensated based on the number of hours they work.” Some states embrace the idea. In Massachusetts , the state issues grants to districts with plans to constructively lengthen instructional class time, said Kathy Christie, chief of staff at the Education Commission of the States. Obama’s Education Department already is using competitions among states for curriculum grant money through its ” Race to the Top ” initiative. “The federal carrots of additional money would help more states do it or schools do it in states where they don’t have a state grant process,” Christie said. But the federal budget is hard-up, too. And while many educators and parents believe students would benefit from more quality learning time, the idea is not universally popular. Texas already forbids school from starting before the fourth Monday of August, a provision designed to save money on utility bills and increase business for tourist destinations and other summer attractions. “Ultimately the states, not the federal government, should have the final word on this and other public school decisions,” said Lucy Nashed, a spokeswoman for Gov. Rick Perry . In Kansas, sporadic efforts by local districts to extend the school year at even a few schools have been met by parental resistance, said state education commissioner Diane DeBacker. “The community was just not ready for kids to be in school all summer long,” DeBacker said. “Kids wanted to go swimming. Their families wanted to go on vacation.” In some states, the school year already starts well before Labor Day and in others nearly stretches to the Fourth of July. Parents are similarly divided. Parent Irene Facciolo in Montpelier, Vt., said kids need the summer break and learn while they’re away from school. “I really feel like they need the time to regenerate,” she said. But Laura Spencer of Orlando, says she would rather have her 10-year-old daughter learning than hanging out. “Summer is a lost opportunity,” said Spencer, who believes having kids out of school for three to four months makes an already flawed education system worse. Associated Press reporters Erica Werner in Washington; Tom Breen in Raleigh, N.C.; Donna Gordon Blankinship in Seattle; April Castro in Austin, Texas; Alan Scher Zagier in Columbia, Mo.; and Lisa Rathke in Montpelier, Vt., contributed to this story. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

LOUISVILLE — Elementary schools in white neighborhoods here are whiter now, and those in the black neighborhoods are blacker. Under an integration plan the U.S. Supreme Court struck down in 2007, the Jefferson County School District required every school across greater Louisville to have an enrollment that was 15% to 50% African-American. The goal was to make schools in the district, where the student population is about two-thirds white and one-third black, racially diverse throughout. The Supreme Court’s decision ended that. Now, Louisville is taking another swing at school integration. Under a new student-assignment plan that’s tied to household income and dependent on increased cross-town busing, elementary schools slowly are being integrated in a different way. Yet the district that lost its case before the high court has fallen short of its goals of having a mix of students from higher- and lower-income areas and a blend of races in all classrooms. Its situation reflects the new landscape for school integration that’s coming into focus three years after the Supreme Court’s 5-4 ruling. The new reality tests the legacy of Brown v. Board of Education — the landmark high-court decision that struck down the doctrine of “separate but equal” schools more than a half-century ago — as school districts decide whether to continue to make integration a priority or return to neighborhood schools, whose enrollments often reflect communities’ racial divide. “I think that minority schools are going to be even more isolated,” says education professor Gary Orfield, co-director of the Civil Rights Project at University of California-Los Angeles , which supports integration. “For very large communities, there is going to be no integration experience available. … Segregation perpetuates itself.” The 2007 decision, the first of a series of conservative blockbusters under Chief Justice John Roberts , came as many districts already had been backing away from race-based integration. Supreme Court rulings in the 1990s and shifting political winds had stalled school desegregation, which began with the 1954 decision in Brown and continued until the late 1980s. The court’s new ruling in paired cases from Louisville and Seattle more definitively challenged the integration efforts of previous decades. For educators seeking to mix students of all races, the decision has led to complex new approaches based on income level and other factors. At the same time, it also has generated attempts to create more magnet schools and strengthen academics. The Supreme Court said districts could not look at the race of an individual student but did not bar districts from broadly considering race in certain communities. Under the new Louisville plan, parents list their top four choices for schools, some of which can be near home and some of which are supposed to be in other neighborhoods. Officials consider parents’ requests and other factors, such as a sibling already in school, as they try to meet diversity goals. The plan has taken effect in kindergarten through second grades. It will be phased in to include all of elementary school over the next three years and will start to take effect in middle school next year. “No retreat” has become the official mantra of Jefferson County School Superintendent Sheldon Berman and other school administrators in Louisville. In other places, most recently Wake County, N.C., school boards have moved back to neighborhood-school plans, which can mean plentiful resources for students in affluent areas but the opposite for students in low-income places. Education researchers such as Orfield note blacks and Hispanics do better in racially integrated schools. Students of all races who go to integrated schools are more inclined as adults to live in integrated communities. Focusing on class, rather than race Yet, Richard Kahlenberg, who has worked with schools in Chicago and elsewhere on approaches that integrate students based on income and other non-race factors, says students ultimately may be better off without exclusively race-based methods. “The things we’re looking for in a school — such as peers who will be positive role models and parents who are actively involved in the school — track closer by class than race,” says Kahlenberg, a senior fellow at the Century Foundation, which researches economic and social issues. Kahlenberg notes that before the ruling, Louisville’s Roosevelt-Perry Elementary, for example, “was beautifully balanced (racially) but was a disaster” academically since it was nearly “100% poor.” Today, classrooms in the two-story brick school have been modernized with technology themes such as robotics. Principal Pamela Howell has spearheaded the reinventing of Roosevelt-Perry as a magnet school that focuses on math and science. She says the upside to discarding race-based plans is that school officials must be more innovative to draw parents’ interest across neighborhood lines. Her message to parents reluctant to try the near-downtown location: “No matter where you live, no matter what you had to do to get here, you will get a high-quality education once you get here.” Yet the school is still in a run-down urban strip where the area’s average household income is about $20,000 annually and the population is mostly African-American. The principal-led transformation works for some parents — but not others. Brandy Schad, who protested her 5-year-old son’s assignment to the magnet Roosevelt-Perry, says the promise of better academics could not persuade her to accept a school that was an hour from her home and had comparatively low test scores. “I certainly understand the importance of diversity,” she says, “but not at the expense of a 5-year-old.” The 2007 ruling revealed a young Roberts Court flexing its conservative muscle on social issues. John Roberts became chief justice in 2005, and conservative Justice Samuel Alito succeeded centrist Sandra Day O’Connor in 2006, leading to a more consequential ideological shift. The 2007 decision in the Louisville schools case was a jolt to the right. Justice John Paul Stevens , who had served since 1975 and retired this past summer, said he believed that no one on the court he joined would have voted the way the five conservatives did in the Louisville case. Roberts wrote that the disputed integration plans from Louisville and Seattle recalled a pre- Brown era. In Brown , the Supreme Court said “separate but equal” schools were inherently unequal and violated the Constitution’s equality guarantee. “Before Brown , schoolchildren were told where they could and could not go to school based on the color of their skin,” Roberts said, joined by the court’s most conservative justices. “The school districts in these cases have not (demonstrated) that we should allow this once again — even for very different reasons.” He added, “The way to stop discrimination on the basis of race is to stop discriminating on the basis of race.” Dissenting justices observed that before the Brown ruling, only black children were told where they could go to school. Justice Stephen Breyer , joined by the court’s three other more liberal justices, said the majority’s decision undermined ” Brown ‘s promise of integrated primary and secondary education that local communities have sought.” Justice Anthony Kennedy , who is at the ideological middle of a divided court, was the crucial fifth vote for the conservative majority. He wrote a concurring statement that declared diversity in schools remained a “compelling” governmental interest but integration programs had to be “narrowly tailored.” “This nation has a moral and ethical obligation to fulfill its historic commitment to creating an integrated society that ensures equal opportunity for all of its children,” Kennedy wrote, adding that districts could look at race only as part of a “nuanced, individual evaluation of school needs and student characteristics.” Setting the bar higher Louisville’s efforts to follow the high-court ruling have ushered in new challenges. The new plan has turned out to be far more “disruptive” than the prior plan, says student-assignment specialist Barbara Dempsey, requiring more students to be bused between regions. In two years of the new plan, fewer than half of the kindergarten to second-grade classes have reached the district’s diversity goals, she says. Pat Todd, executive director of student assignments, chalks that up to initial difficulties in balancing diversity with other factors, such as requests for siblings to stay together, and says she expects the elementary schools to meet the goals fully in four to five years. “I do think we will have to make modifications,” Todd says. “But we will be continuing with a diversity plan, so the students will be better prepared for the future.” There has been political fallout: Two Republican state legislators recently introduced a bill that would require the district to return to neighborhood schools. In this fall’s school board election, the integration plan is a major issue. The plan prompted hundreds of school-transfer requests, one of which came from Schad who, with her husband, who has Crohn’s disease, wanted their son, Ethan, closer to home. Schad says she was dismayed by Roosevelt-Perry’s academic scores and didn’t want to take a chance on the new magnet program: “It’s so new and so fresh that I don’t feel like you can put a whole lot of stock in it.” Her son is now at a school less than a mile from their home. Still, the district has plenty of supportive parents, such as Shweta Krishnani, who chose Roosevelt-Perry after touring the school. Krishnani says she was reluctant at first to send son Sahil, 5, there because of the neighborhood and the school’s low test scores. But Howell convinced her and her husband the grounds were safe and the new technology program was first-rate. Those and other worries, including the two-bus ride her son must take every morning, have been eclipsed by his academic progress. Sahil began the school year in kindergarten but proved himself so advanced he was reassigned to first grade, where he can participate in a LEGO robotics lab and build robots with moving parts and sensors. Krishnani is from Dubai and her husband grew up in India. She says she wants Sahil to mix with students of all races so he will be ready, as an adult, for anything in life or on the job. Howell says she did not object to the old diversity plan but has since realized that with the poverty levels of students, white and black, the diversity “wasn’t pushing us to the top.” With the magnet program, she says, “we are now able to set the bar a lot higher for our students.” Plans vary across the nation

NEW YORK (AP) — The City University of New York and IBM will open a unique school that merges high school with two years of college, allowing students to earn an associate’s degree, Mayor Michael Bloomberg said Monday in announcing a series of ambitious educational initiatives. Those students will be “first in line for a job at IBM,” Bloomberg said in his announcement. The mayor also renewed a proposal to do away with automatic teacher tenure and instead ensure it’s linked to classroom performance. He also said the city would work with the state to end “seat time” — requiring students to spend a certain number of hours in desks learning every subject — and would try to change a state law that requires schools to buy printed textbooks rather than use digital content. “That may be good for the business textbook industry but it’s really a bad deal for our students in this day and age,” Bloomberg said. The mayor also said the city will use a $36 million federal grant to enlist highly skilled teachers to work in low-performing schools and mentor fellow instructors. ” New York City is … laying the foundation to ensure that every child who graduates high school is ready to start college or a career,” Bloomberg said. The mayor said the city wants to use a four-tier rating system to determine whether a teacher gets tenure, and said that beginning this year, only teachers rated “effective” or “highly effective” will be awarded lifetime job protection. Tenure would be awarded only if a teacher has made an impact on student achievement, he said. “Just as we are raising the bar for our students through higher standards, we must also raise the bar for our teaches and principals — and we are,” the mayor said. Bloomberg has proposed ending automatic teacher tenure in recent years. The state Legislature amended the law earlier this year to add student test scores and performance as criteria in evaluating teachers. Tenured teachers can be dismissed for incompetence or insubordination under the law but have due process rights. “If the mayor wants to change seniority he will need to talk to the Legislature,” said Michael Mulgrew, president of the United Federation of Teachers , the city teachers’ union. Mulgrew said that tenure decisions are arbitrary. “Most teachers would welcome an objective tenure-granting process based on agreed-upon standards,” he said. The partnership with IBM for a high school-college hybrid will build on work that the company is already doing in community colleges, said Stan Litow, vice president of corporate affairs for IBM. “We have every confidence that large numbers of those kids would be able to assume entry-level jobs at IBM and other IT companies,” Litow said. Earlier Monday, Newark, N.J., Mayor Cory Booker said about $40 million has been raised so far to match the $100 million donation to the city’s school system from Facebook ‘s founder Mark Zuckerberg . Booker appeared in Manhattan with New Jersey Gov. Chris Christie and Zuckerberg at NBC News’ “Education Nation” Summit. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

A couple million sets of U.S. parents just realized a dream: They sent sons and daughters off to colleges. Most immediately set their sights on a new dream: attending graduation ceremonies at those colleges. But right about now, some are getting the first clues that might not happen. A few know it won’t — because their kids have already dropped out. “I had a student leave the first week,” says Marcus Hotaling, a psychologist who directs the counseling center at Union College in Schenectady , N.Y. FRESHMEN YEAR: May be harder on parents than students THE TURKEY DROP: Some want to call college quits by Thanksgiving LAST PARENTING, PART II: Sweet 16 even sweeter without a car “It does happen,” says Marjorie Savage, parent program director at the University of Minnesota -Twin Cities. In fact, surveys by ACT (the non-profit company behind the ACT test) show one-third of freshman do not become sophomores at the colleges where they started. ACT doesn’t track how many students drop out in less than a year, transfer to another school or return later. But just under half get degrees from the colleges where they first enrolled (within three years for associate degrees or five years for bachelor’s degrees). “The numbers are dreadful, and the freshman year is key,” says James Boyle, president of College Parents of America in Arlington, Va. That might strike panic into parents already getting distress signals: •A drumbeat of negativity , via calls, e-mail, online status updates and other communications. A little homesickness is normal. But a student calling home “multiple times a day, crying or angry, overreacting to little things” is in trouble, Hotaling says. Savage says struggling freshmen say things like: “I can’t sleep. I hate the food here. I don’t like the people. It’s not what I expected.” •No communication. “There’s a lot of pressure to succeed,” Hotaling says. So when things don’t go well, students often don’t want parents to know. •Bad grades. Those are almost a rite of passage, “a reality check that typically comes in the first four weeks,” Savage says. But if the bad news is still coming four weeks after that, she says, “you might start to worry more.” College students who live at home can show many of the same signs, Savage notes — and are at high risk for dropout due to the competing demands of school, home and, often, a job. Also at high risk: students who came to school with a disability or a mental illness such as depression. Hotaling recalls one bright young man with a form of autism who came 3,000 miles and “didn’t last the semester because he couldn’t handle the social aspects.” And sometimes leaving is the right thing, he says. But, often, parents can help students stay put, without jumping in and taking over. “Stay in touch and provide coaching,” Boyle says. Remind students that academic advisers, counselors and others are there to help, he says. Encourage students to get involved in campus clubs, teams and activities, Savage says. “Typically, if you give them a few weeks, they are going to adjust,” Hotaling says. But, he adds, if you are concerned about safety — and, especially, suicide — don’t hesitate to call the campus counseling center and ask for help.

Stagnant scientific education imperils U.S. economic leadership, says a report by leading business and science figures. Released Thursday at a congressional briefing attended by senators and congressmen of both parties, the report updates a 2005 science education report that led to moves to double federal research funding. Nevertheless, the “Rising Above the Gathering Storm” review finds little improvement in U.S. elementary and secondary technical education since then. “Our nation’s outlook has worsened,” concludes the report panel headed by former Lockheed Martin chief Norman Augustine . The report “paints a daunting outlook for America if it were to continue on the perilous path it has been following”: •U.S. mathematics and science K-12 education ranks 48th worldwide. •49% of U.S. adults don’t know how long it takes for the Earth to circle the sun. •China has replaced the United States as the world’s top high-technology exporter. Although U.S. school achievement scores have stagnated, harming the economy as employers look elsewhere for competent workers, the report says that other nations have made gains. If U.S. students matched Finland ‘s, for example, analysis suggests the U.S. economy would grow 9%-16%. “The real point is that we have to have a well-educated workforce to create opportunities for young people,” says Charles Vest, head of the National Academy of Engineering , a report sponsor. “Otherwise, we don’t have a chance.” “The current economic crisis makes the link between education and employment very clear,” says Steven Newton of the National Center for Science Education in Oakland. In 2007, however, an analysis led by B. Lindsay Lowell of Georgetown University found U.S. science education worries overstated. It saw three times more science and engineering college graduates than job openings each year. Other reports have found top science and engineering students migrating to better-paying jobs in finance, law and medicine, since the 1990s.

WASHINGTON — Bouncing from home to home exacts a significant toll on a child’s ability to learn. Preliminary data from a 10-year study released Thursday, looking at how California foster kids stack up against their at-risk peers, suggests that academic challenges posed by poverty, disability and language barriers are compounded when those children also have to shuffle from school to school because they have no permanent family. The study, conducted by researchers at the University of California at Berkeley , shows that foster children consistently scored lower in state English and math tests, even when factors such as income, race and learning disabilities were taken into account. The findings confirm earlier studies analyzing foster children in the Midwest and Washington state but the final California report, due out later this year, will be the first to examine how different circumstances within the foster care network affect student learning, researchers said. The data was released at a Capitol Hill news conference by the Congressional Coalition on Adoption Institute and Fostering Media Connections, which are hoping to spotlight the issue in Congress. Legislation, sponsored by Sen. Al Franken , D-Minn., would direct child-welfare agencies to collaborate with local school districts to ensure that foster children remain in their current schools after they move to new school districts if it’s in their best interest. There are some 400,000 children in foster care at any one time in the United States. The average time a child spends in the foster care system is about 27 months, advocates say. No one needs to promote the importance of stability to Christina Miranda, a foster child from the Reading, Pa., area who shuttled among 10 different schools between the ages of 5 and 18. At 13, Christina thought she had finally found a permanent school — until she was told one afternoon that she had three hours to leave because she was being sent to another family in another community. “I remember moving to that new foster home,” she said during the news conference. “I had this new room. I’m in a new town. I’m with a new foster care agency. New school. New teachers. New friends. That can be very traumatizing for a child, but to have to go through that all the times that I did, it’s unbelievable.” Rep. Michele Bachmann , R-Minn., who has been a foster parent to 23 children — all teenage girls — said she’s not surprised how important a permanent home is for a student who may be struggling with the complexities of algebra or the intricacies of grammar. “The one thing we learned in foster care is that stability is very important in a child’s life,” she said. “Children need a sense of place.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

The decade after high school graduation is filled with lots of dreams. Then real life sets in — and sometimes turns those plans upside down. Such is the premise of the new ABC series My Generation , which revisits a group of classmates from Austin 10 years after their high school graduation in 2000. The documentary-style show imagines that a filmmaker who followed them just prior to graduation and recorded their hopes for the future is now back in their lives to see how things worked out. “In some ways, what’s good about revisiting these characters is it’s the first real moment of adulthood,” says My Generation writer/creator Noah Hawley, 42. In the show, these 28-year-olds’ plans for school, marriage, kids or life in general didn’t quite happen the way they had envisioned. And for real-life 28-year-olds, the same is often true. In one Baltimore-area Class of 2000, which was followed for 13 years by USA TODAY, two students got pregnant. One is almost $300,000 in debt from school. One moved back home for almost a year. One is a caregiver for an ill parent. These Millennials (considered the oldest year of the generation sometimes called Generation Y ) do exhibit a significant characteristic of their generation: an optimism for the future and ambition to make it happen, suggests historian and demographer Neil Howe, whose books on this age group include the most recent Millennials in the Workplace, published this year. “Despite what the recession has done to them — and this is striking — they still have not given up. They have ambitious lifetime goals,” he says. “This generation remains strikingly optimistic long-term, and they believe in staying on a path with long-term goals, despite very high unemployment and a tough economy.” In 1987, USA TODAY began following 17 students in a kindergarten class at Swansfield Elementary School in Columbia, Md., who would be the Class of 2000 when they graduated from high school. Of the original 17, just eight were still in the area when we wrote about them in 2000. Now, we check back in with those we were able to contact to see what their lives are like at age 28: Ashkan Dorri He moved to California in third grade and lived in L.A. until last year. After a year in AmeriCorps and an MBA, he got a government job in information technology but was laid off last year. Then his dad had a stroke, and he moved to Reston, Va., to help out. “Sometimes things in life throw you on a different tangent. Those give you more character, and you learn from it. I’m optimistic something will happen.” Chanelle Matthews She still wants to teach, but a degenerative eye disorder forced her to quit community college for a corneal transplant. She has a 2-year-old son and has worked full time for the past decade as a telecom coordinator in Columbia, Md. She also takes a full-time load of classes online. “I have the same expectations I had,” she says. “I thought I’d go on to a four-year university. I had minor setbacks, but I’m still trying.” Chad Jensen After graduating from Brigham Young University in Provo, Utah, he planned to be a pediatrician, then a pilot, but 9/11 changed that. He’ll finish dental school in May 2012. “I’ll be over $300,000 in debt,” he says. He got married in 2006 and lives in Pittsburgh with his wife and 4-month-old son. “I wish I was a little bit further along in my schooling, but life is a journey.” Marissa Schwartz She studied psychology at High Point (N.C.) University but got pregnant sophomore year and put school on hold. She lives in Plantation, Fla., near the father of her two daughters, 8 and 6. She’ll finish studies in August to be a dental hygienist and is working on a bachelor’s. “I thought life was going to be different, but I’m more mature because I had to grow up.” Dave Earley A psychology grad from Salisbury University, he moved back with his parents from November 2004 to October 2005. He lives in Essex, Md., and started his current job in clinical research in 2005. He’s getting married Saturday. “In a lot of ways, I am definitely where I thought I would be at 28,” he says. Matt McCathorine A graduate of the University of Maryland in College Park, he is now an engineer, as planned. Five years ago, he bought a house in Owings Mills, Md. “I’m kind of in a position where I feel like I have all these grown-up responsibilities at work and I own a home, and still I’m a single guy in between the being-married-with-kids life and the college life,” he says. “When you’re young, you think 28 is old. But once you get to 28, you realize you’re not old. You’re young,” he says. Where are you? Class of 2000 members Lorrie Crizer and Paul Sutusky, left center in 2000 photo, could not be reached for an update. READERS: Do you know anyone who graduated high school in 2000 or thereabouts? What do you think distinguishes them as a generation? Are you among them? Share your experiences and views in the comments below:

NASHVILLE — Offering middle-school math teachers bonuses up to $15,000 did not produce gains in student test scores, Vanderbilt University researchers reported Tuesday in what they said was the first scientifically rigorous test of merit pay. The results (pdf) could amount to a cautionary flag about paying teachers for the performance of their students, a reform strategy the Obama administration and many states and school districts have favored despite lukewarm support or outright opposition from teachers’ unions. The U.S. Department of Education has put a great deal of effort into prodding school districts and states to try merit-pay systems as part of its Race to the Top competition, although teachers’ unions have often objected on the grounds that they don’t have fair and reliable ways to measure performance. In most school districts, teacher pay is based on years of experience and educational attainment levels. The report’s authors, of the National Center on Performance Incentives (NCPI) at Vanderbilt University’s Peabody College of Education, stress that theirs is just one approach. The Nashville teachers who hit the mark based on their students’ test scores received a bump in their paychecks but no additional mentoring or professional development. Neither their principals nor fellow teachers knew who participated in the experiment or who received bonuses. Matthew G. Springer, director of the federally funded NCPI, said pay-for-performance is not “the magic bullet that so often the policy world is looking for.” At least in this experiment, Springer said, “it doesn’t work.” The study was conducted from 2006 to 2009 in partnership with the nonprofit RAND Corporation . A local industrialist and Vanderbilt benefactor, Orrin Ingram, put up the nearly $1.3 million in bonuses. Some 296 middle-school math teachers — two-thirds of the district’s middle-school math teachers — volunteered to participate in the experiment. Half were placed randomly in a control group, while the rest were eligible for bonuses of $5,000, $10,000 or $15,000 if their pupils scored significantly higher than expected on the statewide exam known as the Tennessee Comprehensive Assessment Program. One third of the eligible teachers — 51 of 152, or 34% — got bonuses at least once. Eighteen teachers received bonuses all three years. Except for some temporary gains for fifth-graders, though, their students progressed no faster than those in classes taught by the 146 other teachers. The local teachers’ union in Nashville agreed to the experiment in collective bargaining, according to Erick Huth, president of the Metropolitan Nashville Education Association. He said the results were not at all surprising. “I’ve believed for a long time that what improves instruction is having an instructional leader who is able to get all players in a school to collaborate,” Huth said The bonuses amounted to as much as 30% of teachers’ yearly salaries here in the Music City, where the scale runs from $36,000 to $64,000, Huth said. The nation’s 3.2 million public school teachers earned $53,910 on average in 2008-09, according to the National Center for Education Statistics. The study was released at a two-day conference, “Evaluating and Rewarding Educator Effectiveness,” at Vanderbilt’s Peabody College that drew participants from Colorado, Georgia, Tennessee, Washington, D.C. and other places conducting their own experiments with performance pay. Some states have moved to tie teacher and principal evaluations to student test scores. The study did not shake the faith of U.S. Secretary of Education Arne Duncan in merit pay. “While this is a good study, it only looked at the narrow question of whether more pay motivates teachers to try harder,” said Sandra Abrevaya, a spokeswoman for Duncan. It did not address the Obama administration’s push to “change the culture of teaching by giving all educators the feedback they need to get better.” The Nashville experiment, known as POINT (Project on Incentives in Teaching), doled out the $15,000 bonuses to those teachers whose students performed “at a level that historically had been reached by only the top 5% of middle school math teachers.” Teacher performance was calculated by using a value-added model, which predicts how students will do in a given year based on how they performed in the previous year. The teachers had to hit the 80th and 90th percentiles to pocket the $5,000 and $10,000 bonuses, respectively. The study’s design, in which teachers were judged against percentile benchmarks rather than their colleagues’ performance, sought to preserve collaboration among teachers. In surveys about the program, most teachers said they were already effective without the incentive of additional pay. Eight in ten said they didn’t change the way they taught to improve their odds of earning a bonus. Many teachers came close to getting a bonus — so close that they would have qualified if their pupils answered two or three more questions correctly on the 55-question state exam. The Nashville math teachers, according to the study, “expressed moderately favorable views toward performance pay in general, though less so for POINT in particular.” The experiment ran smoothly, although the teachers became less enthusiastic over the three years. “They did not come away … thinking it had harmed their schools,” the study said. “But by and large, they did not endorse the notion that bonus recipients were better teachers.” The fact that many fifth-grade teachers teach multiple subjects to the same students may have been a reason for the positive impact of merit pay found in fifth grade, according to the study’s authors. But “the effect did not last. By the end of 6th grade it did not matter whether a student’s 5th grade math teacher had been in the treatment or control group,” the study said. The researchers said the Nashville experiment didn’t stir the negative reactions that have attended some other merit pay programs, but it “simply did not do much of anything.” Springer of NCPI said the study lays a foundation for further experiments on a topic that educators have been debating “for over a century.” Tennessee Commissioner of Education Timothy Webb said the Nashville study shows, “Money alone is not enough to encourage people to go into challenging schools and teach the most difficult students.” He stressed the importance of improving teachers’ working conditions, not just their pay. Frederick M. Hess, director of education policy studies at the American Enterprise Institute in Washington, D.C., said he does not believe the study says much of value and worries it will only confuse the issue. “The fact that that teachers don’t respond to cash bonuses like rats do to food-pellets does nothing to diminish my confidence that it’s good for schooling if teacher pay better reflects the contributions that teachers make,” Hess said. “Serious proponents of merit pay believe the point is not any kind of short-term test-score bump but making the profession more attractive to talented candidates.” William Slotnik, executive director of the Boston-based Institute for Compensation Reform and Student Learning at the Community Training and Assistance Center, has argued that performance-based compensation tied directly to the educational mission of a school district can be a lever to transform schools. But he said it will take more than financial incentives to improve student achievement and that merit pay “is hard to get right. … If all you are doing is focusing on money, there is no track record in that resulting in the kind of changes needed to do this work well.” Contributing: Christopher Connell is a freelance writer. Liz Willen contributed to this article. It was produced by The Hechinger Report, a nonpartisan education-news outlet affiliated with the Hechinger Institute on Education and the Media at Columbia University

Drury University junior Garret Shelenhamer ditched his car and gets to his classes and volunteer commitments using a shiny, new bike provided by the school. Shelenhamer is one of a number of students across the USA taking advantage of free or low-cost bike-sharing programs, which have become increasingly popular. Drury students agreed to pay a $20-a-year sustainability fee, which funds the bike program. The Springfield, Mo., school purchased 40 new bikes for use by students in time for the fall semester. “It’s helped me so much. It’s been fun,” Shelenhamer said. BIKE POWER: Gyms retrofit bikes to produce electricity DENVER: Bike-share program takes off Nearly 90 American universities, from New York University to the University of Alaska-Anchorage , offer some form of campus bike program, according to the Association for the Advancement of Sustainability in Higher Education. Programs have launched or will launch this year at a wide range of universities, including Southern Illinois University-Edwardsville; John Carroll University in University Heights, Ohio; the University of Cincinnati ; Coastal Carolina University in Conway, S.C.; Samford University in Birmingham, Ala .; Stevens Institute of Technology in Hoboken , N.J.; and North Carolina State University in Raleigh, N.C . “The demand is coming from students,” says Jeremy Friedman, manager of sustainability initiatives at New York University. This summer, NYU kicked off a pilot bike share program with a fleet of 30 bikes available for free checkout from the front desk of many residence halls. Fueling the demand are the public embrace of biking culture, new miles of bike lanes and the economic recession that has many tightening their spending, Friedman says. “In the future, we may find ourselves in the role of trying to encourage more biking, but for now, we are behind the demand,” he says. “We’re just trying to keep up.” Wendy Anderson, director of campus sustainability at Drury, says the bike program appeals to students, who are active and likely to grumble about costs associated with a car. “I think universities are trying to keep up with the increasing competitive nature of higher education,” Anderson says. “I’m not saying this is a recruiting tool, but it offers a richer experience in student life.” At College of St. Benedict in St. Joseph, Minn., students came up with the idea for a bike program and made it a reality in April, college spokeswoman Diane Hageman says. The program offers 30 bikes for free, daily checkout until the first snowfall, Hageman says. Paul Rowland, executive director of the Association for the Advancement of Sustainability in Higher Education, says bike programs have found fertile soil on college campuses. “One thing about the campus is it has a fairly high density of individuals, students as well as staff. It is relatively defined, and there are a lot of movements every hour or every half an hour,” he says. Bikes help alleviate traffic congestion, improve campus safety and reduce greenhouse gas emission, Rowland says. In 2008, faced with a parking crisis, the University of New England in Biddeford, Maine, raised parking permit fees and began to give away free bikes to freshman students who promised not to bring cars to campus, university spokeswoman Kathleen Taggersell says. Since then, the university has given out 530 bikes and, as a direct result of the program, turned a 95-space parking lot into a basketball court with a river-view tent for university events, Taggersell says. University bike programs are usually funded by an internal grant or a student fee, Rowland says. Bikes are checked out differently. Some programs require membership, some are free, and some charge a rental fee. Though many schools rely on staff to check out bikes, some have gone high-tech. This fall, Washington State University in Pullman installed a $140,000 automated system for its bike program, says Jamie Bentley, the environmental well-being coordinator at WSU. Students swipe their identification cards to unlock a bike from one of the four docking stations on campus, Bentley says. The convenience has drastically boosted the use of the bike program: 454 people checked out a bike in the first two weeks this fall, compared with 583 users last year, Bentley says. Tang reports for the Springfield (Mo.) News-Leader .

The University of Florida is considering a proposal that would give incoming students the option of taking classes during the spring and summer terms only, bypassing the fall semester, to ease the strain on its crowded facilities. Though most on campus seem to be in favor of providing an opportunity for nontraditional scheduling, a state law must be altered for the university to move ahead with the plan. Joseph Glover, the university’s provost, pitched the idea at a Florida Board of Governors meeting last week; he described it as a productive, efficient way to admit more students to a university for which there is high-demand. “U.F. is a large institution and, basically, in the fall semester the Gainesville campus is full to capacity,” Glover said. “We do have extra capacity in spring, after winter graduation, and lots of capacity in the summer. So the thought came to us, what’s so sacred about fall-spring? What if we offered our students the ability to be spring-summer? We see more and more students who are opting for innovative programs. I think there would be a market for students who would be interested in doing this for a variety of reasons.” ON THE WEB: In the midnight hour MORE FROM INSIDE HIGHER ED: School’s (NOT) out for the summer The idea is still in its nascent stages, but Glover imagines that the university would give applicants the option of stating their preference for fall-spring only, spring-summer only, or either up front. Students in spring-summer format would not be blocked from taking fall classes altogether, just courses in residence. In other words, students on this alternative schedule could do things like study abroad or enroll in distance education courses. This limitation would apply for the entire time these student spend at the university — and thus differs significantly from the way many colleges admit some first-year students for the spring semester, but those students are from then on enrolled on a standard schedule. This year, the university has nearly 6,400 first-time freshmen, and Glover notes that the incoming class size has remained relatively static for the past three years. If the spring-summer option is offered, he said the university would expand its incoming class by about 250 students who would take advantage of it, while maintaining the average 6,400 students in the traditional fall-spring model. Glover added, however, that the university is considering yet another option: limiting the spring-summer scheduling option to incoming transfer students only. In either case, student leaders on campus seem to appreciate the administration’s move to give them more control over their own scheduling. “I think it’s a great initiative to maintain enrollment from our students in these semesters where there seems to be a drop,” wrote Virlany Taboada, senior and treasurer of the Student Government, in an e-mail. “I’ve been a student that has gone to school fall, spring, and summer for my four years here and I can definitely say that taking classes in the summer has helped not only my [grade point average] but it’s a more relaxed environment that I think has contributed to my academic success. My hope would be that by having students not take classes in the fall we’ll see an increase in grade point average and perhaps a decrease in stress and anxiety levels.” Faculty leaders are also open to the idea. “It’s an innovative idea,” said Mary Ann Ferguson, chair of the Faculty Senate and professor in the university’s College of Journalism and Communications. “I’m glad to see the university is trying to better utilize our resources. I have some concerns about how that it’ll work with programs where students take an intro class in the fall and a more advanced class in the spring. Otherwise, I don’t see any serious downsides. I’m sure we’ll work through those issues.” As most university faculty members are nine-month employees, some would have to be encouraged to teach summer classes to help boost offerings for these students. Still, they would be paid on a supplemental contract for their extra work. “I suppose if faculty felt pressure to teach during the summer, there would be issues,” Ferguson said. “But I haven’t heard any strong resistance. We’re always able to find those willing to teach during the summer.” In order for the university to make this offer, however, it will have to ask the state legislature to change a statute. Current state law bars public institutions from requiring students who bring in at least nine credits of college credit upon entry — such as those from Advanced Placement or International Baccalaureate classes — to attend at least one summer term. At the University of Florida, “virtually all” freshmen bring at least nine credits with them. Without revoking this exemption, the university, technically, would not be able to require students who voluntarily select the spring-summer enrollment option to take summer courses. “We need to speed student progress toward graduation and maximize use of our facilities,” said Glover, who noted that officials from other state institutions at the board meeting noted their support for institutional control over their own summer term policies. “This change would enable us to create this program.” Kelly Layman, board spokeswoman, confirmed the board’s support of this push for legislative change. She said this, in addition to a rewording of board policy, would ensure that Florida students that have Bright Futures Scholarships — the state’s lottery-funded merit-based scholarship — would still receive funds if they took advantage of the spring-summer scheduling. Currently, those receiving these scholarships are not eligible for funds if they enroll in summer courses. “We need higher baccalaureate attainment in Florida,” Layman said. “If this helps increase that, then the Board of Governors is for it.”