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Harry Potter stardust helps boarding to keep its sparkle
British independent schools are defying the doom-mongers

Until Harry Potter started waving his wand in the late 1990s, and reminded people that the right sort of school could be far more fun than home, it looked as if the days of the old-fashioned English boarding school were numbered. The idea of sending children away from home for months on end ran so contrary to the zeitgeist that even parents able to afford boarding-school fees shrank from taking that course.
From 1987 to 2000, the number of pupils boarding at independent schools in the UK fell steadily – from just over 110,000 to just under 70,000, according to the annual census compiled by the Independent Schools Council (ISC), which represents more than 1,200 schools. But since then, confounding the pundits, the figures have flat-lined. Around 13 per cent of pupils in ISC schools are now boarders, and there seems little prospect of that percentage changing.
What has changed, dramatically, is the number of overseas pupils at UK boarding schools. There is still a significant tranche of British-born boarders whose parents work overseas, perhaps in the services or the banking sector, but it is the boarders with non-British parents who are really changing the educational landscape.
Pupils with foreign surnames at English schools used to be exotic figures, the object of curiosity and, in some cases, a little light teasing. But at ISC schools, there are now more than 25,000 non-British pupils whose parents live overseas. The overwhelming majority of them board full-time, many at schools within striking distance of Heathrow, for obvious reasons.
In terms of countries of origin, China and Hong Kong lead the way, accounting for 37.1 per cent of the total, followed by Europe, with 35.3 per cent. But the pupil profile is changing the whole time. In 2012-13 alone, the number of Russian pupils at UK boarding schools rose by 27.4 per cent, the number from Nigeria by 16.3 per cent and the number from China by 5.4 per cent. Even factors that might have been expected to cause a fall in numbers – such as the recent stricter rules for student visa applications – have not dampened the enthusiasm for the British boarding-school product among wealthy parents, from Lagos to St Petersburg, from Dubai to Singapore.

Different schools have risen to the challenge of internationalism. Some of Britain's best known independent schools have set up teaching outposts abroad – for example Sherborne in Qatar, Harrow in Bangkok and Dulwich in China. In fact, there are now nearly 20,000 pupils being educated at overseas "branches" of UK independent schools.
Others have invested in facilities – for example, individual bedrooms, rather than dormitories, and state-of-the-art IT facilities – that a teenage boarder from abroad, perhaps coming from a wealthy family, would regard as acceptable.
The kind of Spartan conditions for which British boarding schools used to be associated are passing into history. Today's boarding schools boast of creating "a home from home environment", a warm human space where children are nurtured; and many of them are as good as their word, offering a high standard of pastoral care and zero tolerance of drugs and bullying. But although beatings and cold showers no longer go with the territory, most British boarding schools, even the best endowed, bear only a fleeting resemblance to five-star hotels.
Stories abound, not all of them apocryphal, of daughters of Russian oligarchs expecting the sheets on their beds to be changed every day or assuming a cross-country run would be cancelled because of light drizzle. Some schools have also reported clique-ishness: overseas pupils mixing with pupils of their own nationality rather than spreading their wings.
It would be fair to say that some English independent schools have welcomed overseas pupils more out of necessity – to compensate for falling revenues – than positive choice. But others – for example, Sevenoaks School in Kent, where around a quarter of the pupils now come from overseas – have made a virtue of internationalism.
Who would have guessed that learning Mandarin would one day be compulsory at Brighton College? Or that there would be so many Chinese pupils at Harrow that English is now taught as an Additional Language?
For expats and wealthy parents in Hong Kong or Moscow or Qatar – parents with the ambition of giving their children an international education in English – the choice tends to be between the best local international school and a reputable English boarding school.
Weighing the pros and cons of each can be a delicate exercise. There are good international schools all over the world, particularly in cities with a high proportion of wealthy parents and a multinational workforce. They can be great places to learn, network, grow in confidence, get into a good university and generally develop a world view that is not overly shaped by the cultural values of one country.
Some academic subjects, notably maths, are taught far better in other parts of the world than Britain. Earlier this year, a cadre of English-speaking maths teachers from China were flown into the UK to impart their superior knowledge to arithmetically challenged British pupils. It was a wake-up call for an education system that often seems more fixated on the past than the future.
But if British independent schools are far from perfect, the best of them continue to tick most of the key academic boxes. In recent PISA (Programme for International Student Assessment) findings by the OECD, UK independent schools came out as the top-ranked in the world, alongside the improbable pairing of New Zealand and South Korea.
"In Singapore, there is a perception, both among expats and locals, that the standard of education is higher in UK schools than here," says Donna Brereton, Singapore editor for Good Schools Guide International (www.gsgi.co.uk). "I know one Cambridge-educated Singaporean who has sent his son to Millfield, hoping he will follow in his footsteps."
It will not have escaped the attention of ambitious parents abroad that, when it comes to getting pupils into top universities, particularly Oxford and Cambridge, the leading British boarding schools, such as Eton and Cheltenham Ladies' College, have a formidable track-record.
Nor will it have escaped such parents that girls who have attended top co-ed British boarding schools have done themselves no harm in the matrimonial stakes. Marlborough College alone has not just educated the Duchess of Cambridge and Samantha Cameron, but the wives of the Chancellor of the Exchequer, the Speaker of the House of Commons and the Governor of the Bank of England.
"There are many reasons, both academic and non-academic, why parents might want to send their children to board in the UK," says Harriet Plyler, the editor of Good Schools Guide International. "Even if their local international school is first-class and academically the equal of an English boarding school, parents think their children are more likely to learn to speak fluent English, with all the benefits that brings, if they are immersed in the language at a relatively early age."
Montse Domenech, who lives with her husband and three children in Barcelona, is typical of the kind of parent to whom a British boarding school naturally appeals. The couple are planning to send their eldest child to an English school in the sixth form and, hopefully, to an English university as well. They hope to send their two younger children on the same path.
"Increasing globalisation has made English the key language," explains Mrs Domenech, "but unfortunately Spanish schools are not very good at teaching other languages. There is also no real culture of boarding schools in Spain. Children at day schools work to a very tight timetable whereas, under the British boarding-school system, there is the time and the flexibility to do art, drama, music and a wide range of sports."
As recently as 20 years ago, the idea that parents in Russia and Africa and the Far East would be straining every sinew to get their offspring into institutions that reached their heyday when Queen Victoria was on the throne would have seemed ridiculous. But, like the British monarchy, those institutions have proved far more adaptable than their critics expected. A boarding-school education is never going to suit all children, but the British version on offer in the 21st century can easily become a stepping-stone to higher things.

Source The Telegraph

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Arts Program Shows Promise in Special Ed. Classes

ach of the visual arts, music, and dance activities Elizabeth Rosenberry engages in daily with her 2nd graders has a critical underlying goal: eye contact.
The veteran teacher opens class by crouching in front of a student and gently clutching his arms. "Zachary, look at me," she sings, matching his wide-open eyes with her own. The two paraprofessionals assisting in the classroom at the public school, P4Q @ Skillman, encourage the other five students, also seated in the semicircle, to watch the interaction and sing along.
Ms. Rosenberry is one of 240 teachers in New York City's District 75—a geographically dispersed collection of schools and programs serving students with the most severe cognitive and behavioral needs—to have received training in an initiative called Everyday Arts for Special Education, or EASE.
In 2010, the district received a $4.6 million federal Investing in Innovation, or i3, grant—an impressive amount by arts education standards—to offer professional development in EASE at 10 schools and to study the program's effects along the way. The project was ranked fourth-highest among the 49 winners of i3 grants, and was chosen from 1,700 applicants.
With just a year left of that five-year funding from the U.S. Department of Education, a researcher who has been following the program says there's convincing evidence EASE has succeeded in improving elementary students' academic, socialization, and communication skills.
Even pending the final research results, the program is spreading: Teachers, psychologists, social workers, occupational therapists, and paraprofessionals around New York City's 1.1 million-student school system have been requesting, and receiving, EASE training.
Special education teacher Elizabeth Rosenberry, center, asks students Jesus Torres-Tiamani, center, in blue, and Jeremy Andino-Colon, left, to make eye contact, encouraging social engagement, during class at P4Q @ Skillman, a public school in New York City. Ms. Rosenberry is one of the teachers in the district to receive training in the Everyday Arts for Special Education program.
Special education teacher Elizabeth Rosenberry, center, asks students Jesus Torres-Tiamani, center, in blue, and Jeremy Andino-Colon, left, to make eye contact, encouraging social engagement, during class at P4Q @ Skillman, a public school in New York City. Ms. Rosenberry is one of the teachers in the district to receive training in the Everyday Arts for Special Education program.
—Emile Wamsteker for Education Week
In addition, the 640,000-student Los Angeles district is now piloting the program, though in a modified format, to help with an overhaul of how that district includes students with special needs in general education settings.
Kathy London, the arts instructional-support specialist for District 75, called the arts program "simple yet elegant"—and said it has garnered positive feedback from teachers in often very challenging settings.
"These are things anybody can learn," she said. "And once they get comfortable, we've seen how it really changes teachers' practice."
Adaptive Activities
The Everyday Arts for Special Education program, developed and administered by the Urban Arts Partnership, a New York City-based nonprofit, brings in "teaching artists"—working musicians, theater actors, and visual artists with education experience—to mentor elementary special educators and arts teachers on how to weave the arts into their teaching.
EASE is not a curriculum in the traditional sense; rather, it's a set of activities and techniques that educators have found helpful in both special education and arts settings. For the i3 research study, EASE teachers attend professional-development sessions and receive in-class mentoring from the teaching artists over three years, with less oversight as they progress through the program.
As Ms. London explained it, EASE differs from some other arts-integration programs in that the arts are not an add-on—they're the organizing framework for each lesson.
"It's not like there's a social studies lesson and then there's an arts component connected to it," she said. "This is a vehicle for delivering content."
In District 75—which serves about 23,000 students in grades K-12—a majority of students fall on the autism spectrum, although intellectual disabilities, Down syndrome, emotional disabilities, and multiple (physical and cognitive) disabilities are also common. For that reason, the content of instruction varies greatly both between and within classrooms.
Singing with EASE: A Classroom Activity

Hear Elizabeth Rosenberry, a 4th grade music teacher at P4Q @ Skillman, lead an EASE activity in which students use colorful plastic tubes called "boomwhackers" to practice naming body parts, keeping rhythm, and listening to directions.
Some children may be working on early reading skills—letter recognition or phonemic awareness. Some may be reading fluently but with little comprehension. And others may be completely non-verbal.
"The program is definitely designed to be integrated into the academic curriculum, but with the caveat that for many of our kids, the academic curriculum means something different," said Jennifer Raine, the EASE curriculum designer.
And nearly all of the students in District 75 are working on social-emotional or behavioral goals—maintaining self-regulation, following directions, taking turns, and communicating with peers.
Through EASE training, which takes place on several full days throughout the school year, teachers in grades K-5 learn more than two dozen arts activities that they can adapt to whatever content they are working on and differentiate for individual learners. The activities emphasize communication, social skills, and group work; above all, they're meant to be fun.
"With the arts, there can be this denigrating attitude that that's what kids do to have fun but it's not serious learning," said Ms. Raine. "We're coming from the perspective that when you're making lesson plans of any kind, fun is not an extraneous element; it's an essential element."
One of the most versatile activities that teachers using EASE employ is called "kinesthetic matching." In that activity, a student holds a card with a visual cue—a picture, a letter, or a word. He or she then hops, slides, or dances to another person holding a corresponding card. For instance, a picture of a dime might go with the word "dime." While the student chooses, the rest of the class joins in and says "Boooooop!" in a drawn-out, sing-songy manner, finishing when the student has found and touched the match.
The movement and choral response are meant to keep the whole class engaged in the content being presented. The activity can help teach any number of skills: letter sounds, colors, vocabulary, weather, shapes, even social studies facts.
'Innovation' Grants Fuel Arts Education
The Everyday Arts for Special Education initiative in New York City is just one of three arts-education plans to win a federal grant in 2010 under the Investing in Innovation, or i3, competition by the U.S. Department of Education. Another New York City program was selected, as well as a project in Beaverton, Ore.
The Beaverton School District Arts for Learning Lessons Project
$4 million over five years.
This project, in the 13,000-student Beaverton, Ore., school district, aims to use the arts to improve literacy achievement for students in grades 3-5.
Teachers learn to integrate drama, music, dance, and other arts into reading and writing lessons, with mentoring from trained teaching artists. The grant includes a research component as well, conducted by WestEd.
Arts Achieve: Impacting Student Success in the Arts
$4.4 million over five years.
Studio in a School, an arts education nonprofit in New York City, partnered with other arts groups and the city school system to create benchmark assessments in visual arts, music, dance, and theater for grades 5, 8, and high school.
The formative and summative assessments are aligned to academic standards and will eventually be available online for all teachers. Also, teachers receive professional development and participate in learning communities.
SOURCES: Beaverton School District; Studio in a School
"The thing about kinesthetic matching is you're doing stuff you have to do already as a teacher, and you're making it fun," Ms. Raine said. "The big unspoken secret of our work is a 'boop' can go a long way. It seems ridiculous, but my question is, how many more times is a kid going to be motivated to do what he has to do if he gets to make that sound?"
Channeling Energy
Some of the other activities are more focused on creating art projects: Students make shapes and jewelry out of tin foil, paint coffee filters, and take photographs, for example.
Others are more sensory-focused: Students pass around koosh balls when answering questions and bang colorful plastic tubes known as "boomwhackers" on the table when the leader points to their color. All the while, students practice making eye contact with each other, listening to directions, making choices, and communicating their needs and preferences.
"Definitely, the EASE philosophy is about channeling students' natural energy and tendencies and using them to develop skills you want them to work on," said Ms. Rosenberry, who has completed the required three years of the program and is now helping train other teachers.
"A lot of times, students with autism get taught in a one-to-one setting. [With EASE] we do a lot of group work, which is really challenging for them."
Through the program training, teachers are also urged to "wait and see what happens"—that is, give children a chance to express themselves, verbally or otherwise.
"It allows you time and space to notice things happening in your classroom, to tune in to each student and see what they're doing," Ms. Rosenberry said. "It's really easy, with students with these types of special needs, to say they don't have an opinion. But if you slow down, you can see Ian is looking at the pink boomwhacker," and he may want to use it.
Research 'Hard to Come By'
According to Philip Courtney, the chief executive officer of the Urban Arts Partnership, the research being conducted on EASE, as written into the federal i3 grant, "is the largest research project being done in the country in how arts intersect with special education."
Kristen Engebretsen, the arts education program manager at Americans for the Arts, a national arts-advocacy group, who has been tracking the EASE work along with the two other arts programs that received i3 grants, agrees.
Special education teacher Stephen Reese, right, holds up the word “yellow,” inviting student Jeremy Betancourt, left, to say it, during an exercise called “kinesthetic matching” at the school.
Special education teacher Stephen Reese, right, holds up the word “yellow,” inviting student Jeremy Betancourt, left, to say it, during an exercise called “kinesthetic matching” at the school.
—Emile Wamsteker for Education Week
"Quality research for arts education with special-needs students is really hard to come by. It's such a small niche," she said.
Rob Horowitz, the associate director of the Center for Arts Education Research at Teachers College, Columbia University, who heads the EASE research project, is conducting two impact studies—one looking at student scores on the state's alternative assessment for students with severe disabilities and another on measures of social-emotional learning. In addition, he's conducting what he calls an "extensive qualitative study" in which teachers rate and describe student progress weekly.
"It's a very large set of data," Mr. Horowitz said. "There were over 14,000 submissions last year." He and a half-dozen other researchers are conducting classroom observations as well.
As of now, the results have been encouraging, he said.
"The evidence is strong so far that, in fact, these activities are helping kids communicate and develop socialization skills in new ways," said Mr. Horowitz. The 2012-13 results found that between 77 percent and 84 percent of students participating regularly in EASE activities have made progress in each of the following areas: communication, socialization, compliance with directions, time spent on task, and engagement in school activities.
While the academic-testing results won't come in until next year, Mr. Horowitz said the program has also shown "positive effects" on students' goals for their individualized education programs.
The Urban Arts Partnership also has begun piloting the EASE program in the Los Angeles Unified School District. In 2013, the LAUSD began moving hundreds of students with special needs from separate schools to neighborhood schools to comply with federal and state regulations and a 1996 court decree to reduce the number of stand-alone centers. The district looked to the arts partnership for help in training its art teachers to work with students who have severe needs.
The New York City group is now in its second year of providing professional development in the Los Angeles district. Twelve teachers were involved the first year; now approximately 45 teachers are receiving training.
Ms. London of District 75 says more teachers in the New York City district have been asking for training as well. About 100 or so teachers this school year attended professional-development sessions for EASE, though without the follow-up, in-class coaching that teachers involved in the research study received.
Further, Mr. Courtney said the Urban Arts Partnership is aiming to bring the program to prekindergarten classrooms, too. The timing could be opportune: New York Mayor Bill de Blasio has announced plans to bring universal pre-K to the city, and his schools chancellor, Carmen Fariña, has said she wants to see improvements in both arts education and special education.
In addition, next year, when the federal grant funding dries up, the program will continue to expand its reach by making the lesson plans available online for free.
In-Class Performance
For now, though, teachers in District 75 are most concerned about what's working in their own classrooms. Shenika Aspinall, who teaches 4th graders with autism at Public School 176X and just completed her first year of EASE training, said she was skeptical of the program at first.

"I wasn't too sure how well my students would follow directions, and felt they might be overstimulated," she said.
But she's seen an increase in spontaneous language and patience in her classroom, and is now a big EASE proponent.
"I was very surprised to see they did exhibit self-control and how calming the EASE activities were," Ms. Aspinall said of her students.
The music and singing, in particular, she said, have helped reduce behavioral problems. In fact, she now often puts on smooth jazz in the background to help students settle down.
Ms. Aspinall said the program has also rejuvenated her as a teacher.
"With common-core [standards] and assessments, as a teacher, you feel like your creativity has been taken away," she said. "What I like about EASE is that it's brought the fun back."
Coverage of leadership, expanded learning time, and arts learning is supported in part by a grant from The Wallace Foundation. Education Week retains sole editorial control over the content of this coverage.

Source The Education Week
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School Spending Increases Linked to Better Outcomes for Poor Students

In districts that substantially increased their spending as the result of court-ordered changes in school finance, low-income children were significantly more likely to graduate from high school, earn livable wages, and avoid poverty in adulthood.
So concludes a working paper published this month by the National Bureau of Economic Research, or NBER, a private, nonpartisan research organization with headquarters in Cambridge, Mass.
The provocative results provide new fodder for long-running debates over whether more education spending translates into improved outcomes for children. They also delve into thorny methodological questions over how to best estimate the way in which state-level school finance reforms have affected district-level spending.
Between 1971 and 2010, the authors write, supreme courts in 28 states responded to large gaps between richer and poorer school districts by reforming school finance systems. Although the changes had limited consequences for children from higher-income families, the paper says, they had large effects on the life chances of low-income children who were exposed to sizable and sustained spending increases.
For low-income students who spent all 12 years of school in districts that increased spending by 20 percent, graduation rates rose by 23 percentage points. Due to the measurement error or “noise” found in almost any study of this type, the effect could, very plausibly, be as low as 8.7 percentage points and as high as 37 percentage points. The estimates are based on the study’s analysis of 15,000 children born between 1955 and 1985. All account for a host of other potential explanations, such as school desegregation, War on Poverty programs, and demographic changes.
The paper’s analysis also found that low-income children who were exposed to a 20 percent spending increase for their entire school careers attained nearly a full year of additional education after high school. (That estimate ranged from about four months to 1½ years.)
Between the ages of 25 and 45, these same children were 20 percentage points less likely to fall into poverty during any given year. (Estimates vary from 8 percentage points to 31 percentage points.) Their individual wages were 25 percent higher than they would have been without the changes, with estimates ranging from 3 percent to 45 percent, according to the paper. And their family incomes were 52 percent higher, with estimates ranging from 17 percent to 86 percent.
The authors of the research are C. Kirabo Jackson, an associate professor of human development and social policy at Northwestern University in Evanston, Ill.; Rucker C. Johnson, an associate professor of public policy at the University of California, Berkeley; and Claudia Persico, a doctoral student at Northwestern’s school of education and social policy.
Narrowing Gaps
“The magnitudes of these effects are sufficiently large to eliminate between two-thirds and all of the gaps in these adult outcomes between those raised in poor families and those raised in nonpoor families,” conclude the authors.
David Card, an economics professor at UC-Berkeley who was not involved in the research, praised the paper for analyzing long-term indicators such as earnings rather than trying to tie results of the finance overhauls to K-12 test scores. He noted that economists studying a diverse set of different educational influences, including teacher quality and preschool, have found that, when test scores are the yardstick, effects may “disappear, then reappear in earnings.”
But Bruce D. Baker, an education professor at Rutgers University in New Brunswick, N.J., raised questions about the amount of time that passed between the implementation of the finance changes and the emergence of the outcomes.
“[E]xploring such [far-apart] outcomes, while a fun academic exercise, is of limited use for informing policy,” he wrote in an email to Education Week. “Among other things, these are changes that occurred under very different conditions than today.”
Mr. Baker also disagreed with the researchers’ caveat that similar changes might have a much smaller effect if introduced today, in part because total school funding nationwide increased by 175 percent over 43 years, from an average of $4,612 per student in 1967 to about $12,772 per student in 2010, as measured in 2012 dollars.
In a statement, the authors responded to that critique and others.
“We acknowledge that the contemporary policy environment and other conditions have changed significantly since the 1980s and 1990s, yet we believe our work contributes significantly to the existing knowledge base of the role of reform-induced changes in school spending on outcomes for poor children,” they wrote. “Whether improvements in school resources for poorer districts can lead to similarly large impacts in the future, given current spending levels, is an empirical question, and one which we will address in future research.”
Mechanisms for Improvement
Mr. Baker said that some of his concerns were allayed by the fact that the working paper’s findings aligned with past research results.
“One would certainly like to think that substantive and sustained school finance reforms have such positive effects, and a significant body of existing literature suggests that they do,” he wrote. “To the extent that increased funding leads to things like … smaller classes and … more-competitive teacher wages, this finding would be consistent with the long-term effects of class-size-reduction literature.”
As part of their study, the researchers did find that districts that increased spending by 20 percent in the wake of court-ordered school finance revisions reduced the ratios of students to teachers and nonclassroom personnel such as guidance counselors and administrators.
“While there may be other mechanisms through which increased school spending may improve student outcomes, results suggest that the positive effects may be driven, at least in part, by reductions in class size and having more adults per student in schools,” the paper states.
Although the new analysis did not examine teachers’ salaries, Northwestern’s Mr. Jackson has done other research suggesting that “districts that saw spending increases may have been able to attract better teachers through increases in salaries,” the paper notes.
Mr. Baker of Rutgers also took issue with the section of the paper that characterizes state-level school finance reforms and examines their effects on district-level spending. That section drew upon a recently compiled data set that tracks school district spending back to 1967, with annual updates available from 1970 through 2010.
The authors found that many legislative finance overhauls that were not ordered by the courts decreased overall spending in the long run.
By contrast, court-ordered “equity based” changes, meant to level the playing field for students, increased spending in poorer districts without affecting overall education spending rates. Court-ordered “adequacy based” reforms, intended to raise funding to levels that met state constitutional obligations to provide all students with an “adequate” education, increased overall spending, with particularly large increases for low-income districts.
The authors also found that overall expenditures declined in the wake of finance changes that imposed spending limits and discouraged spending for wealthier districts. By contrast, when reform measures provided matching funds to poor districts, their spending growth increased, while wealthier districts were left unharmed.
Mr. Baker said it could be misleading to assign the finance revisions to broad categories (such as adequacy-based) or to assume they took effect in specific years. That’s because legal cases may drag out and change over time.
In addition, he wrote, some legal decisions address only one small section of a full overhaul. And some finance changes target specific subsets of districts, spending categories, or students.

“You can’t make a win-lose … variable out of that,” Mr. Baker said. “However, this stuff doesn’t really affect [the authors’] major causal conclusions.”
Joydeep Roy is a visiting professor at Columbia University and a senior economist at the New York City Independent Budget Office, a publicly funded agency. He suggested that the authors had made a thorough effort to conduct a very complicated analysis.
“It is slightly tricky to compare across states when each state’s financing formula might involve many unique features,” he said.
He suggested that multistate studies like this one should be considered in the context of analyses that examined a single state at a time.
“While I agree with the authors that analyzing individual school reforms does not yield as rich a set of conclusions as a cross-country study, focusing on one state allows you to do a much closer scrutiny of the reform in question,” Mr. Roy said.
“You can tease out individual components of the reform,” he said, “and explore in depth—in other words, what you lose in terms of external validity, results being valid in other contexts, you might make up in terms of a higher level of internal validity, results being really robust.”

Source The Education Week

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