May 31, 1995

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Vol. 14, Issue 36
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Until recently, the Delaware County Christian School in Newtown Square, Pa., was anticipating a year of tremendous growth: It planned to invest $125,000 in computers next year, buy more land to expand its facilities, and increase enrollment.
The International Business Machines Corporation has awarded $2 million to the Chicago public schools to create an on-line information and communications system.
Charitable giving by individuals, foundations, and corporations to nonprofit groups increased about 3.6 percent last year, barely keeping pace with inflation, according to an annual philanthropy report released last week.
At least one Wisconsin lawmaker is saying good riddance to 16- and 17-year-olds who don't want to be in school.
The House Economic and Educational Opportunities Committee moved last week to give states and governors more authority over federal vocational-education and job-training dollars. It approved on a bipartisan vote a workforce-development bill that would replace 100 separate programs with four block grants.
As the newly elected Republican majority in Congress threatens to eliminate prevention programs from last year's crime bill, and as the President vows to veto any such action, violent crimes committed by young people continue to rise. Appropriately, the attention of educators turns to the adolescents who either witness crimes by their peers or are victimized by them. But what of their younger brothers and sisters who, if lucky, fill our Head Start centers and preschool classrooms?
Several recent studies have warned that baby boomers and their children do not know much history. A colleague of mine points out this dilemma when he muses that we may well be producing a leadership class of the sort that thinks Pizzaro is an Italian fast-food restaurant at the mall, or that Taj Mahal plays for the Lakers.
When opinion polls report increasing loss of faith in American public education, the public's perception of the failure of city schools is often the primary cause. Yet city schools are doing better than at any time since urban public systems were reorganized on factory models in the early 20th century. Most urban school systems graduate at least half their entering students, and significant numbers of those graduates (perhaps 30 percent?) leave with more than 8th-grade basic skills, which means they can gain admission to college, matriculate without having to take remedial courses, and have a decent shot at graduating from college with reasonable employment prospects within four or five years.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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