Friday, June 15, 2007

MORE OF THE STATE OF THE SCHOOLS: The Times Editorial Board Interview and Highlights

BREWER OFFERS HIS VISION FOR L.A. SCHOOLS: In a meeting with The Times' editorial board, the schools chief says superintendents need at least six years to see their reforms implemented.

by Howard Blume and Joel Rubin, Times Staff Writers

June 15, 2007 — After giving his first State of the Schools address Thursday, Los Angeles schools Supt. David L. Brewer, a retired Navy vice admiral, answered questions from the L.A. Times editorial board. Here are excerpts from the questions and his responses.

THE TIMES: WHAT DO YOU DO ABOUT SCHOOLS THAT HAVE BEEN FAILING FOR YEARS AND LACK THE CAPACITY TO IMPROVE?

BREWER: I'm going to have the right to tell some people to innovate.

We need to be pushing support down to what I call the level of execution. We learned this in the military years ago. The reason we win wars is because that sergeant and that petty officer can make decisions. We are pushing $11 million from headquarters to the local district superintendents and several people down from headquarters.

WOULD YOU RECONSTITUTE ANY SCHOOLS, THAT IS, CLOSE THEM DOWN AND REBUILD THEM WITH NEW LEADERSHIP AND STAFF UNDER THE AUTHORITY OF THE FEDERAL NO CHILD LEFT BEHIND LAW?

To the extent that we can do that. But there are some union rules there.

I will be very frank with you. I'll have to do a little bit more research on that. I asked the question: Why can't I just shut it down and then reopen it?

I was told … [the] local union contract trumps federal law.

WHAT'S AN EXAMPLE OF SOMETHING YOU'D LIKE TO SEE MORE RESEARCH ON?

We're having a tremendous problem with young men, especially African American males and Latino males. We had two principals go out and put in all-male academies at their schools — Jordan High School and King-Drew.

The preliminary results look very good, [but] we need to go in and do research on single-gender classes. Not only for boys but for girls. Now some of that research is already out there: That says if you put girls in classes alone, they tend to do better in math and science.

If you put [boys] in classes together, as we've seen in Jordan and King-Drew, you get a reduction in discipline problems and you get the kind of results you see at Jordan, where 99% of those boys in the 11th grade have already passed the high school exit exam. The overall district average is 88%. So that's encouraging.

WHAT IS YOUR VIEW ON CHARTER SCHOOLS?

Charter schools — even though they've been effective individually — have not been effective systematically. They sit outside of you. They clearly can create some excellence, but there are a lot of charter schools that are not doing well and failing worse than some of our schools.

We do not do a very good job of looking at charters.

AREN'T CHARTERS SUPPOSED TO BE AN ALTERNATIVE OR A SPUR TO THE SYSTEM TO IMPROVE?

The unions now are being a little more flexible in the rules of what they want to do, [so] the charters are accomplishing their mission. They're putting pressure on us so that we can start to force our own change.

[Across the district] you have pockets of excellence. The problem seems to be benchmarking that and replicating it.

WHAT ABOUT THE ISSUE OF INEFFECTIVE TEACHERS?

In the public sector, you can't just go in and fire somebody. In our business, people have rights. [Teachers] have tenure after two years. So the real drama is how do you either get them up to capacity or find some other seat for them on the bus. It is extremely difficult. This has been plaguing not just education but lots of organizations.

We told the unions we need to work with you a little bit better. First of all, in the teachers' defense, we've got to come up with better professional development training. That's clear.

We have a lot of good people working heroically in a bad system.

You [also] get a lot of questions about Open Court [a district reading program that some teachers say is limited]. It's almost like a carpenter. You give one carpenter a saw and another one a saw and you can get two different results. Same saw. Why? Because one's a journeyman and one's a master.

You can give two different teachers the same tools, the same instructional model and get two different results, normalizing for the same kinds of kids. Why? Because one is a journeyman and one is a master. My job is to make those teachers masters.

IN YOUR SPEECH YOU TALKED ABOUT THE DISTRICT'S INTERACTION WITH PARENTS.

When [parents] go into our schools they aren't treated very well. This has nothing to do with socioeconomics. I'm going to have to push more customer service into our schools to make them feel more welcome.

[During a recent Town Hall with parents] there was so much frustration in that room. I had to take off my coat, take off my tie. It was one of those sessions, because there was so much frustration.

We're not listening to these people. We need to get out more often.

SOME GIVE THE MAYOR CREDIT FOR BRINGING A SENSE OF URGENCY TO LOCAL SCHOOL REFORM. DO YOU THINK THE SYSTEM IS AS BROKEN AS THE MAYOR DOES?

Probably not as broken as he sees it, because I'm on this side and I see a lot of excellence. But I clearly see some significant challenges. The mayor and I don't disagree on much.

WHERE ARE YOU LOOKING TO BE IN, SAY, FOUR YEARS?

If you look at the "Good to Great" model [outlined in a book of the same name by author Jim Collins], it takes you about six years before you see what they call a flywheel effect.

[In other large urban school districts], one of the reasons they can't sustain change is musical superintendents. You can't do that. I'm not begging to keep my job, but you cannot change superintendents every three years and expect to effect change. That's out.

You gotta stay in that job at least six years. [Former L.A. schools Supt. Roy] Romer stayed six years. That's why you see that big change at elementary [schools] and all this huge building program.

Because people who don't want to change will simply sit back and say, "Well, we know he's going to be gone in three years. I'll just outlive him."

______________________

Highlights of LAUSD Superintendent David Brewer III's State of the Schools address Thursday/ from the Daily News

• Hire a deputy superintendent of professional development, learning and leadership to provide professional development, management and leadership training for all district employees. The new senior position would focus on school-site programs with "learning teams."

• Create a new innovation division for educational achievement overseen by an external advisory board. Members will be announced in weeks. The division would review proposals for alternative education at schools designed to boost autonomy and control over curriculum and personnel.

• Create an office of parent and civic engagement responsible for improving communication with parents and partnerships with the community.

• Provide all office personnel with more customer-service training.

• Set aside $2 million for a parent-notification system that will allow schools to immediately communicate with parents in the event of an emergency or when their child is absent from class.

• Offer free online courses to parents.

• Launch a "Books of Summer" program encouraging parents to read books with their kids. Incentives include savings bonds for students who submit the best book reports.

• Convene a summit of leading educators in coming months to learn how to best teach English language learners.

• Develop small learning communities at all middle and high schools.

• Align middle school instruction with instruction at the high schools where most of their students attend.

• Provide change-management courses for all senior administrators to better adapt to reform at the district.

Sunday, June 10, 2007

MAKING RETIREES' SECOND ACT A CLASS ACT

The governor and ex-Paramount chief Sherry Lansing unveil a public-private effort to fill LAUSD & California teacher vacancies in math and science.

by Howard Blume, LA Times Staff Writer

June 9, 2007 - Sherry Lansing retired as head of Paramount Pictures two years ago to head a foundation devoted to education and other causes. What if, she wondered recently, other retirees like her wanted to do the same.

Well, not exactly like her and not precisely the same way. She had in mind a lower-budget, in-the-trenches contribution: namely, becoming a teacher.

That plan blossomed into a media event led by Gov. Arnold Schwarzenegger on Friday heralding a public-private partnership to lure retirees into teaching math and science.

The effort was unveiled at Roosevelt High, where Lansing worked as a long-term substitute teacher in math shortly after graduating from college some 40 years ago.

Math, science and special education teachers are at a premium, and state officials estimate that 100,000 teachers will retire over the next decade, about one-third of the teacher workforce. Over that same period, California's schools will need more than 33,000 new science and math instructors.

So why not pluck many of them from among professionals who've retired from something else?

Baby boomers, said Lansing, "are going to redefine retirement, and they are going to redefine aging."

The new program is EnCorps and pronounced "encore," a double-meaning seized on by L.A. Schools Supt. David L. Brewer, who was among the dignitaries in attendance. "I am an encore," said the retired Navy vice admiral, "a retiree who came back."

EnCorps is, in essence, a recruiting campaign with financial incentives to fill vacancies in teacher training programs. If funded by the Legislature, it would provide $12 million on top of the $31.7 million the state allocates to pay tuition and other costs.

In addition, several corporations have signed on to pay teacher training costs for their retiring employees, including Qualcomm, Edison International, Chevron, East West Bank, Ares Management, City National Bank and IBM, which has similar initiatives in New York and North Carolina. The companies will pay up to $15,000 per person in education costs.

"The more we have the private sector involved, the faster we can move forward," Schwarzenegger said. "I think that's where the action is."

The investment is vital for companies and, for workers who don't need a high salary, teaching is a better use of time "instead of spending every day playing golf," said Dominic Ng, CEO of East West Bank.

One executive, speaking not for attribution, acknowledged that EnCorps also could help older workers who need a job because their early retirement was neither voluntary nor accompanied by a golden parachute.

The effort earned almost uniform praise, with some qualifications.

"The first year of teaching, and sometimes the first two … teachers aren't able to achieve the kinds of learning gains that they do in subsequent years," said Stanford University education professor Susanna Loeb. "This is true for teachers with prior work experience in other fields as well as for recent college graduates."

Research shows that many new teachers — from all backgrounds — quickly give up on the profession.

The emphasis on paying for training is helpful, said Barbara Kerr, president of the California Teachers Assn. "But the part about how now these retirees can afford to teach broke my heart. We need to seriously look at making salaries competitive and making sure schools are a great place to work."

The day included one factual disagreement. Schwarzenegger said Roosevelt needed 121 math and science teachers. The school's tally is six math and science openings for next year.

L.A. UNIFIED PAYROLL SNAFU'S COSTS SOARING

Widespread problems and delay of final phase will add more than $46 million to tab for district's new computer system.

by Joel Rubin. LA Times Staff Writer

June 9, 2007 = Widespread problems plaguing a new computer payroll system in the Los Angeles school district and a decision to delay the final phase of a massive technology overhaul have boosted its price tag by more than $46 million, officials said.

The Los Angeles Unified School District has some money available to offset the additional costs, but there remains a deficit of at least $37.5 million, district officials told a school board panel Thursday.

The total cost of the controversial Business Tools for Schools project is expected to reach about $132 million, more than 35% higher than its expected price. The full seven-member school board must vote whether to approve the funding.

"There is a Churchill quote about when you're marching through hell, just keep marching," said Charles Burbridge, the district's chief financial officer. "Well, that's basically what we're doing. We need to slow this down and get it right."

About $14 million of the $46.3 million in additional costs have arisen from a series of software and hardware breakdowns and insufficient training that left school-site staff unprepared, problems that have hampered the project's payroll component since it was launched several months ago.

This week, the latest of these technology glitches resulted in more than 32,000 L.A. Unified employees being paid either too much or too little.

When problems arose in February, district officials stumbled as they placed much of the blame on data-entry errors by school clerks. They backtracked quickly, with Supt. David L. Brewer offering a public apology and vowing to correct the problems.

Frustration built, however, as emergency hotlines were overwhelmed. Affected employees were also annoyed that they had to travel downtown, to an office hastily opened in the lobby of the district's headquarters, to get emergency checks. Waiting times often stretched to several hours.

"We have seen no accountability of the people who have made these bad decisions to push ahead," said Ernest Kettenring, a teacher who represents adult school instructors hard hit by the payroll matter.

With no district employees knowledgeable enough in the complex system to make the repairs, much of the additional money is needed to pay outside consultants. The district also has had to pay overtime to employees dealing with the backlog of paycheck problems.

Hoping to avoid a repeat of the payroll debacle, Brewer said he decided to delay rolling out the final phase of the project. That portion was scheduled to launch next month and aims to revamp how purchases are made in the mammoth system.

The delay, Brewer and Burbridge said, is needed to allow enough time to properly train staff, a school-by-school effort that is expected to be completed in February.

That extra time and training will cost the district $32 million. More than a quarter of that money will go to the consulting arm of the international firm Deloitte Consulting, which has already been paid about $55 million to help the district plan and implement the three-phase project that began in 2005.

Brewer declined to discuss whether, or how much, blame rests with Deloitte, saying, "They're still on the team, and we need to keep them on the team to help us fix this."

Representatives from Deloitte did not return calls or e-mails seeking comment.

School board member David Tokofsky indicated that talk of a possible lawsuit had begun. "We have been investigating the shares of blame and the possible legal implications," he said.

"It's an absolute outrage that this still persists," he added. "It has contributed to the worst demoralization and cynicism I've ever seen in this district."

Payroll problems — and now the delay in fixing them — erupted into one of the first major challenges for Brewer, who was hired late last year.

With stories mounting each month of distraught teachers and other employees unable to pay rent or buy groceries, Brewer has had to fend off angry attacks and a lawsuit by the unions that represent the district's more than 90,000 employees.

The snafus have also led, in part, to the district falling behind in its contributions to the state's teacher retirement fund. In a letter sent late last month, state pension officials threatened to seek nearly $700,000 in fines if the district fails to correct itself by next week.

To pay for the increased costs, the district plans to take on so-called certificates of participation, financed debt that would be paid off over time from the district's general fund.

"We just need to get this thing corrected," Brewer said. "Period."



smf notes: It is important to note that the District does not have a dedicated Chief Information Officer in place during this crisis - and that current funding strategies are to not fully fund Information Technology upgrades approved by the voters in recent facilities bonds - using IT monies instead to infill school construction shortfalls caused by cost escalation.

Tuesday, June 05, 2007

THE ROLE OF THE PRINCIPAL

Many things go into making a high school great, but a strong, effective principal is always at the top of the list. As part of our survey of America's Best High Schools, we take a look at the many roles a head must play

By Barbara Kantrowitz and Jay Mathews Newsweek May 28, 2007 issue

It’s 7:15 in the morning and Al Penna has already been on the job for an hour. Standing in the gated entryway of Binghamton High School in upstate New York, the veteran principal—about to celebrate his 60th birthday—greets hundreds of bleary-eyed teens by name. "How are we today, Louis?" "Good morning, Chris!" "Congratulations on the win, Jennifer!"

During the next few hours, Penna presides over meetings on school safety and senior awards, signs a contract for graduation photos and handles staff complaints about crackling walkie-talkies. He visits one class aimed at keeping potential dropouts in school and another where the assignment is to read "One Hundred Years of Solitude" by Nobel Prize winner Gabriel García Márquez. He checks in on students laboring over the state's yearly English as a Second Language (ESL) exam. "Kurdistan," he says, quietly pointing to one student, and then, "Somalia, Eastern Europe, a few from Puerto Rico."

He even happily chows down on his favorite cafeteria lunch: gravy-doused roast beef on white bread with mashed potatoes and corn on the side.

At almost every stop, Penna points out how Binghamton and the high school have changed since he walked these same hallways as a student in the 1960s. There's a new and much more diverse population with increasing numbers of low-income and foreign-born students, growing community pressure to guarantee college- or work-ready graduates and a blizzard of government-mandated tests that gobble up an ever-larger chunk of the school day.

Getting kids from freshman year to graduation has never been tougher. Penna knows that even that often-elusive diploma isn't enough anymore. Some postgraduate schooling has become essential to earning a middle-class income; that means adding higher-level courses like the International Baccalaureate (IB) or Advanced Placement (AP) program to an already packed curriculum in order to prepare students for college.

So much goes into making a high school great: excellent teaching, vibrant student populations, creative classes, strong extracurriculars. The NEWSWEEK Challenge Index measures one: the number of IB and AP tests students take. But just as important is the person who leads the school. Good principals may seem unlikely superheroes—unless you're a student, teacher or parent. They set the tone for what happens from the moment the opening bell rings and can turn a troubled school around with a combination of vision, drive and very hard work. It's a 24/7 job. "Schools aren't just about just reading, writing and arithmetic anymore," says Penna. "School faculties now have the additional roles of mentor, adviser and quasi parent."

Principals also have to be politicians, crisis managers, cheerleaders, legal experts, disciplinarians, entertainers, coaches and persuasive evangelists for their school's educational mission. Add to that already daunting list the task of statistician, thanks to reams of data required by the federal No Child Left Behind law and local testing.

"Sometimes I feel like I'm drowning in data," says Jill Martin, the principal of Doherty High School in Colorado Springs, Colo., who won the 2007 Principal of the Year title from the National Association of Secondary School Principals. Who can fill that intimidating job description? "It certainly helps to be somebody who doesn't need a lot of sleep," jokes Martin, 61, who, like Penna, routinely works 12- and 14-hour days and makes sure to show up at school plays and games on weekends. Endless energy does seem to be a requirement, as does a talent for getting the best out of a large team. "It no longer works to be the dictator or the sage on the stage," says Martin. "You have to be a leader of instructional leaders. You have to be someone who can really motivate people to go the extra mile because the job of a teacher is far more difficult and complex than when I started teaching." A good principal has to be up to speed on constantly expanding education research and know how to apply the latest data. Above all, says Martin, you have to be someone who understands teenagers' needs. Although the demands of the school have changed in her 38 years as an educator, Martin says kids are the same: "They still want someone to care about them. The principal has to be someone who really loves kids and understands what it takes to motivate teachers to change every child's life."

Finding those leaders is harder than ever. Many baby boomers, who now hold the majority of the jobs, are retiring in the next few years. Other veteran principals are leaving because of school reform or restructuring efforts or simply because they no longer want to do the work. It's estimated that in some areas, 60 percent of principals will leave their positions in the next five years. That's why there's a new focus on finding and training the best of the next generation for these jobs, including recruits from other fields. These efforts range from New York City's privately subsidized Leadership Academy to mentorship programs in districts around the country. A recent report by researchers from Stanford University and the Finance Project, a public-policy group, found that the most effective programs actively recruited candidates, provided instruction from expert principals and included well-supervised internships.

Pay is also a major hurdle—as it is for teachers. Given the requirements of their jobs, successful principals probably have the skills to earn considerably more in the private sector. A recent study from the National Association of Secondary School Principals found that although administrators' salaries are increasing, they do not match the change in the consumer price index. According to the survey, high-school principals earned an average of $92,965 in 2006.

To find out more about the special pressures of running a successful high school today, NEWSWEEK talked to Penna and four other school leaders around the country. These are their very different stories.

MOTIVATING THE TEAM

For Doris Jackson, 60, principal of Wakefield High School, the nationally acclaimed revitalization of her mostly minority school in Arlington, Va., is a team effort. It began with her predecessor, a saxophone-playing former nun named Marie Shiels Djouadi, who insisted that challenging courses like AP were not just for middle-class students. Jackson, then the head counselor, took over when her friend retired and helped an aggressive team of teachers and counselors raise standards even higher.

Wakefield's Cohort program—same-sex clubs for boys and, more recently, girls, who share tips on dealing with demanding courses—is unique in the Washington area. Senior year ends with a special project—an internship, a scientific paper, a musical presentation, something that requires great effort outside class. It's the only public school in the Washington area to have such a graduation requirement. Wakefield teachers say the successful imposition of private-school standards in a public school full of poor kids stems from Jackson's faith in her staff. "She lets teachers lead," says Delores Bushong, gifted/talented coordinator. An example is the school's one-week summer program, designed by teachers to persuade students to try the best Wakefield offers, such as AP classes.

COLLEGE FOR ALL

The Preuss public charter school at the University of California, San Diego, admits only low-income students whose parents did not graduate from college. That is a rare thing in American high schools, as is the Preuss principal, Doris Alvarez—still at the top of her game at 70. Preuss (rhymes with choice) began in 1999 when several UCSD faculty, including Bronx-born music professor Cecil Lytle, created the school to bring students from poor families up to University of California standards after UC admission preferences for minorities were outlawed. Alvarez had a great track record with disadvantaged students at Hoover High School in San Diego and had been named National High School Principal of the Year in 1997. She put AP courses at the center of her curriculum at Preuss and hired teachers who gave students the encouragement and extra time they needed to master the material.

Graduating senior Rose Cao says Preuss proves that "money and skin color do not define intelligence." Students endure bus rides up to 90 minutes long from low-income south San Diego to the school's modern two-story building at UCSD in affluent La Jolla. The school has 756 students in sixth to 12th grades. About 59 percent are Hispanic, 20 percent Asian, 13 percent black and 6 percent white. More than 90 percent of graduating seniors go to four-year colleges, the rest to two-year schools. "Every student knows why they are here, to get ready for college," Alvarez says. It is one of the few public schools requiring every student to take AP courses and tests in U.S. history, U.S. government, English language, English literature, biology and chemistry. "Some students may say this system makes the unprepared students suffer and harms their grades," Cao says. "It actually gives every student the equal opportunity to be challenged and excel."

AN OPEN DOOR

Ying Hua had been in the United States a short time when Roy Sunada, the AP coordinator at Marshall Fundamental High School in Pasadena, Calif., asked if she would like something tougher than the program for English learners. She nodded yes, then wavered when her first two European-history writing assignments from Sunada were totally beyond her. Sunada—determined to help all kids realize their potential—looked at her blank paper and told her not to worry. "Give yourself a try," he said. Ying went on to pass 13 AP exams, a school record, and win a Morehead scholarship to the University of North Carolina-Chapel Hill. "There were many times when I almost wanted to give up," she says, "but knowing that Mr. Sunada is always there believing in me offered me strength."

Marshall, where most of the students are from low-income families, had only 37 AP exams with passing scores in 1997 when Sunada, born in a relocation camp for Japanese-Americans, became coordinator. Last year it had 163, and Sunada wants that number higher. His open-door policy on AP has not been popular with everyone, says AP calculus and statistics teacher Eric Mulfinger, but "even when the system didn't believe that poor or disadvantaged kids could succeed at high academic levels, Roy did."

Now an assistant principal at the school, Sunada, 61, is criticized for Marshall's low passing rate on the exams, about 26 percent, the result of letting everyone try the courses and tests. He says the faculty is working on that, but even students who struggle and fail in AP become much better prepared for college. Sunada, says Ying, "has opened the doors to many students, including myself, who would not have a chance otherwise."

NO FRILLS, AND A FUTURE

YES Prep's name, small size and strong AP program suggest a prestigious private school. Instead it is a public school, a hard-to-find collection of old portable classrooms on a horse farm in southeast Houston. The school has no gym. The basketball court is out on the parking lot. "My favorite fund-raising line is, we are the only basketball team that gets practice rained out," says founder Chris Barbic.

Barbic, 37, was a partying frat boy at Vanderbilt, looking for a purpose in life, when he tried volunteering at a neighborhood center in a poor part of Nashville. He found that he loved working with low-income children, and loved teaching, particularly the thrill of creating his own school. At YES Prep, 78 percent of the students in the sixth- through 12th-grade school are from low-income families. Now the head of four YES Prep schools in Texas, Barbic started with just a sixth grade at a Houston elementary school with a terrible reputation. Parents saw how much more their children were learning, through projects and energetic teaching as well as a longer school day. They showed up several hundred strong for a series of key meetings that won official approval for Barbic to get his own campus, and grow.

Students cannot get a diploma at YES unless they take at least one college-level course in the high school and get into at least one four-year college. Like Teach for America, Barbic recruits recent grads to teach at YES schools. One of his new faculty members is Patricia Hernandez, a 2006 Stanford graduate, who five years ago was valedictorian of YES's first graduating class. Says Barbic: "She is a living, breathing example of what we are trying to do."

COMING HOME

Al Penna thought he would be a doctor when he graduated from Syracuse University in 1969, but his 3.2 average didn't make the grade. Instead, he became a science teacher and then a principal at his alma mater, where he found his true calling. "I had to take a U-turn," he says. "It led me back to Binghamton, where my roots are." During his 15 years as principal, Penna saw his own three kids graduate from the school (one son now teaches there), along with thousands of others whose lives had already taken U-turns. A small city in the old rust belt, Binghamton experienced job losses and increasing numbers of low-income families. A wave of immigration brought students from 26 countries. Because of these challenges, Penna is proud that he has worked hard to get as many students as possible into his school's IB programs and other college-level courses in order to prepare them for further education. No matter where they come from, Penna wants his students to know that school is their sanctuary. "This is a place that can transform your life," he says. If he had been a doctor, Penna says, he would have been a cardiologist. But as a principal, he's truly speaking from the heart.

CURRENT EVENTS: Child Soldiers, Guantánamo & International Law

smf: This may seem a bit of a stretch for a blog/newsletter about public education in LA, but ultimately it is not – because as Graham Nash teaches us – we must teach our children well ...and our children must teach their parents well. Pop- psychologically and with apologies to Wordsworth: “The child is father of the man.”

The best seller popularity of “A Long Way Gone” by Ishmael Beah, a horrific story about child soldiery and redemption in Sierra Leone shouts to us: “What are we doing?” Omar Ahmed Khadr may well be beyond redemption at 20 after five years of incarceration in black CIA prisons and Guantánamo — it may have been a different story at 15.

And to conclude the preachifying I tip my hat to James Q. Wilson and "The Moral Sense" (1993) : “Mankind's moral sense is not a strong beacon light, radiating outward to illuminate in sharp outline all that it touches. It is, rather, a small candle flame, casting vague and multiple shadows, flickering and sputtering in the strong winds of power and passion, greed and ideology. But brought close to the heart and cupped in one's hands, it dispels the darkness and warms the soul.”

U.S. CHALLENGES INTERNATIONAL RULES ON CHILD SOLDIERS

By William Glaberson, International Herald Tribune

Sunday, June 3, 2007 - NEW YORK – The facts of Omar Ahmed Khadr's case are grim. The shrapnel from the grenade he is accused of throwing ripped through the skull of Sergeant First Class Christopher Speer, who was 28 when he died.

To U.S. military prosecutors, Khadr is a committed Qaeda operative, spy and killer who must be held accountable for taking Speer's life and for other bloody acts he committed in Afghanistan.

But one fact may not fit easily into the government's portrait of Khadr: He was 15 at the time.

His age is at the center of a legal battle that is to begin Monday with an arraignment by a military judge at Guantánamo Bay, Cuba, of Khadr, whom a range of legal experts describe as the first child soldier in decades to face war-crimes charges. The case has implications as large as the growing ranks of child soldiers worldwide.

Defense lawyers argue that military prosecutors are violating international law by filing charges that date from events that occurred when Khadr was 15 or younger. Legal concepts that are still evolving, the lawyers say, require countries to treat child soldiers as victims of warfare, rather than as war criminals.

The military prosecutors say such notions may be "well-meaning and worthy," but are irrelevant to the U.S. military commissions at Guantánamo. Khadr is one of only three Guantánamo detainees to face charges under the law establishing the commissions, passed by the U.S. Congress last year.

"International law," the Justice Department asserted in a court filing in the case last week, "does not prohibit an individual under 18 from being prosecuted for war crimes." Even so, prosecutors said that if they won a conviction, they would seek something less than a life term, given Khadr's age. He is 20 now.

Whatever the outcome, his case seems destined to become a landmark, though some scholars say not enough attention has been given to its importance. "What is the precedent that we are setting with this unique step?" asked Peter Singer, a senior fellow at the Brookings Institution who has written about child soldiers.

Khadr's case offers a snapshot of relatively new questions surrounding the legal treatment of child soldiers globally, though advocates for children have tended to focus less on young terrorists and more on children who fight in civil wars, like Ishmael Beah, whose best-selling memoir, "A Long Way Gone: Memoirs of a Boy Soldier," recounts his bloody days as a child fighter in Sierra Leone's internal conflict.

Khadr may not be the most sympathetic figure for those pressing for the more forgiving interpretation of international law. He was born in Canada to a family with such deep Qaeda ties that some newspapers there have called it Canada's first family of terrorism.

He is the youngest detainee at Guantánamo Bay, nearly blind in one eye from wounds sustained during the July 2002 clash in which Speer was mortally wounded and another U.S. soldier was severely wounded.

Last week, Khadr said he wanted to fire all of his U.S. lawyers, and some of them said they understood why he might distrust Americans after having spent five years at Guantánamo.

Still, they argue that war-crimes prosecutors should focus on the adults who press children into service, not on the children themselves. The charges against Khadr, they said in a recent court filing, cross a line in the treatment of children that no other country has crossed "in modern history."

The prosecutors, they say, included in their charges acts that occurred when Khadr was younger than 10. Khadr "was subject to undue adult influences," said Muneer Ahmad, an associate professor at the American University Washington College of Law, who has represented Khadr.

"If Omar had had his free choice," Ahmad said, "what he would have chosen to do is ride horses, play soccer and read Harry Potter books."

It is an appeal to emotion that the prosecutors are likely to meet with their own. Speer left a wife and two small children. His widow, Tabitha, said in an e-mail exchange with a reporter last week that Khadr's youth entitled him to no special consideration.

"Given the opportunity, he would do it all over again," she wrote. "He was trained to do exactly what he did, regardless of his age."

To the prosecutors, Khadr is the essence of a young man who should be held to adult standards. U.S. officials say his father, Ahmed Said Khadr, who was killed in a shootout with Pakistani forces in 2003, was a senior deputy to Osama bin Laden.

One of Khadr's brothers is in a wheelchair as a result of that shootout; another told the Canadian Broadcasting Corporation, "We are an Al Qaeda family." Ahmed Khadr traveled internationally from Canada under the auspices of handling charity money for Muslims. In the mid-1990s, he was held for a time in Pakistan on suspicion of having helped finance the bombing of the Egyptian Embassy in Islamabad.

After he was released, the Khadrs and several of their six children moved from Canada to Afghanistan where they lived at times in the same compound as bin Laden, officials have said. "All of the children were indoctrinated into the Al Qaeda way of thinking," said the chief military prosecutor at Guantánamo, Colonel Morris Davis of the air force.

After Sept. 11, 2001, Omar Khadr deliberately chose to join Al Qaeda and eventually to kill Speer, Davis said in a recent interview. "There is a difference," Davis said, "between a 15-year-old who makes a spur-of-the-moment decision and someone who made a long-term choice."

Captured after he was wounded in the firefight that killed Speer, Khadr has been held at Guantánamo since 2002. At least three other juveniles, perhaps as young as 12, also were held there for a time. But they were released in January 2004, the military said.

Khadr's lawyers have said in court that he had been subjected to physical and psychological torture that exploited his youth, another example of what they say is a violation of international principles that children be accorded special protections.

Layne Morris, a housing administrator in a Salt Lake City, Utah, suburb, is a former U.S. Army special forces sergeant, who, like Khadr, is half-blind because of the firefight that day near Khost, Afghanistan.

He said the battle did not unfold quickly, as it sometimes seems in the retelling. American forces surrounded the compound, he said. And then they waited. Anyone who was inside had a choice of whether to fight or surrender, he said, including Khadr.

"There is just no way you can say this is a poor befuddled, brainwashed kid," Morris said. "This is a kid who made a whole lot of decisions on his own."

MILITARY JUDGES BLOCK TRIALS FOR 2 DETAINEES

by Carol Rosenberg, McClatchy Newspapers

Mon, Jun. 4, 2007 - GUANTANAMO BAY NAVY BASE, Cuba - A pair of military judges on Monday blocked the Bush administration's latest plan to try detainees here for war crimes, dismissing charges against two suspects after finding that the Pentagon hadn't followed congressional mandates in bringing the cases.

At issue was the failure of the Pentagon to find during earlier proceedings that Omar Khadr, 20, whom U.S. officials had charged with murder in the death of a U.S. Special Forces medic, and Salim Hamdan, 36, a driver for Osama bin Laden, were "unlawful enemy combatants." Instead, military panels had declared that the men were simply "enemy combatants."

But in separate decisions, Army Col. Peter Brownback and Navy Capt. Keith Allred said that that designation was insufficient under the Military Commissions Act passed last year.

Brownback said the act specifically limits trials to detainees who'd be tagged as "unlawful enemy combatants" and bars trials of "lawful enemy combatants." Without a more specific designation, a military commission has no authority to act, he found.

"A person has a right to be tried only by a court that has jurisdiction over him," Brownback said.

Allred used slightly different logic to reach the same conclusion. He said Hamdan "is either entitled to the designation as a prisoner-of-war or he is an alien unlawful enemy combatant. Or he is entitled to another status."

The Pentagon's current Combatant Status Review Tribunals doesn't distinguish among the three, he said.

The decisions immediately set off calls for the Bush administration to forgo its efforts to set up a separate judicial system to try Guantanamo detainees for alleged war crimes.

"This decision demonstrates the egregious flaws of the Military Commissions Act and makes the point once again that Congress must act immediately to change this law," said Sen. Christopher Dodd, D-Conn. "The current system of prosecuting enemy combatants is not only inefficient and ineffective, it is also hurting America's moral standing in the world and corroding the foundation of freedom upon which our nation was built."

Chief defense counsel Marine Corps. Col. Dwight Sullivan noted that each captive currently held at Guantanamo is classified as an "enemy combatant," not an "unlawful enemy combatant."

Sullivan, who oversees the defense of all military commission cases, declared the war court "a complete failure" and urged the Pentagon to end its efforts to prosecute Guantanamo detainees under the Military Commissions Act.

"The system right now should just stop," said Sullivan. "The commission is an experiment that failed and we don't need any more evidence that it is a failure."

The chief prosecutor, Air Force Col. Morris Davis, a frequent visitor to the Guantanamo media center, chose not to comment on Monday night.

In Washington, Navy Cmdr. Jeffrey Gordon, a Pentagon spokesman, said the Defense Department planned to appeal. But Brownback, a retired military judge, scoffed at that idea when prosecutors raised it on Monday, saying there was no court to which the government could appeal.

Congress authorized the Defense Department to establish a Court of Military Commission Review to handle appeals, but the court has yet to be set up. Defense Department officials said Monday they didn't know when appointments to the court would be made.

Muneer Ahmed, an American University law professor who represented Khadr until last week, said quick appointments to the review court would only further damage the commissions' credibility.

"I think that's going to do more damage than help," he said.

Monday's rulings - Brownback's decision in the Khadr case came first, followed later by Allred's decision in the Hamdan case - were the latest in a long line of legal rulings that have blocked Bush administration efforts to try Guantanamo detainees for alleged war crimes.

Since President Bush declared in 2002 that the Geneva Conventions covering prisoners of war wouldn't apply to Guantanamo detainees, debate has raged over the administration's efforts to create a new kind of military war court - the first U.S. war crimes tribunals since World War II.

Military defense attorneys objected to the proposals, and international law and human rights groups criticized the effort as extrajudicial, extra-territorial justice. Twice, the Supreme Court handed the detainees specific victories. In its latest ruling last year, the court held that plans to try the detainees were unconstitutional because Congress hadn't authorized the trials. The Military Commissions Act was intended to overcome that objection.

But Brownback, who served as chief presiding officer at the first attempt to stage commissions, found that the rules Congress established and those that the Pentagon had been following before the legislation was passed were incompatible.

Brownback declared the dismissal "without prejudice," meaning the Defense Department could seek in the future to recharge the Toronto-born Khadr.

Allred said the problem with the Hamdan case could be remedied by holding a new hearing to determine his status.

Even so, there was a special irony to Allred's ruling. Hamdan, accused of being bin Laden's driver, was the plaintiff who successfully challenged an earlier Pentagon trial scheme before the Supreme Court. It was that case that led to the passage of the Military Commissions Act.

Hamdan, 36, grinned as he listened through Arabic translation as his lawyer accused the Bush administration of "essentially winging it on the jurisdictional basis for this court's proceedings."

Khadr's case had long been controversial because he was only 15 when he was captured in Afghanistan. U.S. prosecutors accused him of murdering a U.S. Special Forces medic during a firefight in July 2002, but some legal experts argued that as a juvenile he should have been treated differently.

But the dispute over technical language was largely unexpected.

The rulings were also likely to force new status hearings for 14 so-called "high-value detainees" transferred here from CIA custody last year, among them suspected Sept. 11 mastermind Khalid Sheikh Mohammed.

At each of those hearings, the presiding officer said the purpose was to determine if a detainee was an "enemy combatant." There was no mention about the status of an "unlawful enemy combatant."

"If the U.S. government were at all wise, this would be a fatal blow to the military commissions," said Jennifer Daskal, an attorney and observer from Human Rights Watch. "In five years, the military commissions have convicted one person by plea agreement."

In that deal, in late March, Australian captive David Hicks, 31, agreed to plead guilty to a single charge of providing material support for terrorism in exchange for a nine-month sentence. He returned last month to Australia to serve his sentence.

Said Amnesty International observer Jumana Musa: "At this point, detainees have been more successful committing suicide in Guantanamo than the government has been successful in getting detainees to trial."

Rosenberg reports for The Miami Herald. Warren P. Strobel in Washington contributed to this report.

TRIBUNALS ARE DEALT ANOTHER LEGAL SETBACK

Dismissal rulings in two Guantanamo cases raise questions about the military's jurisdiction over detainees.

by Carol J. Williams and Julian E. Barnes, LA Times Staff Writers

June 5, 2007 - GUANTANAMO BAY, CUBA — Military judges threw out war-crimes cases Monday against the only detainees here who have been indicted, in rulings that suggest the hastily reassembled military tribunals have no jurisdiction over any of Guantanamo's 380 prisoners.

In separate hearings, an Army colonel and a Navy captain granted motions to dismiss the cases because the 2006 Military Commissions Act that Congress passed last year gave the tribunals jurisdiction only over "unlawful alien enemy combatants."

Salim Ahmed Hamdan, a former driver and bodyguard for Osama bin Laden, and Omar Khadr, a Canadian who was 15 when arrested five years ago in a firefight with U.S. forces in Afghanistan, were designated "enemy combatants" during 2004 Combatant Status Review Tribunals.

Reconciling the different labels is sure to slow prosecution of these and other Guantanamo detainees. All 380 detainees received the same label during their initial status reviews.

It was the second time in less than a year that the Bush administration's process for bringing terror suspects to justice has failed. An earlier version of the commissions — created by Bush in November 2001 without congressional participation — was struck down as unconstitutional by the U.S. Supreme Court last June 29.

Army Maj. Beth Kubala, the legal advisor and spokeswoman for the tribunals, said, "Based on today's rulings, the public should make no assumptions about the future of the military commissions."

The Geneva Convention protects the rights of "lawful combatants," who are usually members of national armed forces fighting with another country's soldiers. Captured lawful combatants are supposed to be designated prisoners of war and held in communal conditions.

But when the Bush administration devised the tribunals, it eliminated that designation to deprive the war-on-terror suspects of POW rights and living conditions. That left the three-officer status review boards with the choices of "enemy combatant" or "no longer an enemy combatant."

In the second of the two rulings, Navy Capt. Keith Allred suggested that Bush's blanket branding of all Al Qaeda members as illegally engaged in hostilities against U.S. forces was illegitimate because it failed to examine whether each individual had committed war crimes.

"He's either entitled to the designations as a prisoner of war or as an unlawful alien enemy combatant," Allred said of Hamdan.

Allred also pointed out that the status reviews were established to determine whether a detainee was being properly held here, not to determine whether he was subject to trial by military commission.

Navy Lt. Cmdr. Charles Swift, Hamdan's defense attorney, said the Military Commissions Act "demonstrates once again that if you put a statute together in three weeks and rush it through … you end up with a process that doesn't work."

Donald J. Guter, a retired Navy rear admiral and Duquesne University Law School dean, agreed.

"There hasn't been anything we've done down there that has followed form or practice," Guter said. "It has been a lot of ad hoc and reverse engineering."

It was Swift who took Hamdan's challenge of his detention to the Supreme Court last year, leading to the high court's decision that Bush had overstepped his wartime powers when he unilaterally created the commissions two months after the Sept. 11, 2001, terror attacks.

Marine Col. Dwight Sullivan, head of the war crimes tribunal defense team, said that Congress should take the opportunity to force the government to cease circumventing legitimate U.S. courts in its effort to prosecute Guantanamo prisoners.

"The military commissions are a model that has repeatedly shown itself incapable of rendering justice," said Sullivan. He added that after the rulings, "if the United States government is wise, this would be the fatal blow to military commissions."

Monday's rulings could provide an opportunity for Defense Secretary Robert M. Gates to again propose moving trials to the U.S. mainland. Gates, who told Congress earlier this year that he favors shutting the prison, was traveling in Kyrgyzstan on Monday.

In response to reporters' questions, Gates said he would have to review the decisions before making a substantive comment. "This is the reason we have a judicial process in all this," he said.

Some military observers doubted that the rulings would lead to the end of Guantanamo tribunals. Gates lost his first battle to close Guantanamo after Vice President Dick Cheney and other administration officials insisted that the prison remain open as an alternative to bringing the prisoners they have described as the world's most dangerous men to U.S. communities for trial in federal court.

Still, the rulings by the commissions' own judges seemed likely to compound criticism at home and abroad that the denial of Geneva Convention protections conflicts with American values and commitment to justice.

The dismissed cases have no real effect on the prisoners' freedom: The administration has said that even those never charged with specific crimes will be held for the duration of the war on terrorism, regardless of judicial procedures created to try them.

Prosecutors in both cases asked the judges for 72 hours to decide whether to appeal their rulings. But the panel created by the Military Commission Act to review decisions hasn't yet been created — a point many lawyers noted as further evidence that the commissions are a poor substitute for established judicial forums.

Defense Department officials were discussing whether to hold another round of the status review tribunals for detainees they intend to try, officials in Washington said Monday.

Not all detainees would necessarily have to face the review panels. Many are likely to be transferred once arrangements can be made with other countries to receive and detain them. The commissions' chief prosecutor, Air Force Col. Morris Davis, has said he envisions charging about 75 of the prisoners, with the rest to be held "for the duration of the war on terror."

The Pentagon could rewrite the rules for the status reviews to elicit determinations on the lawfulness of each prisoner's alleged combat activities. But rewriting the rules would take months, as would new status hearings, said retired Army Col. Fran Gilligan, a legal scholar now with the commissions' prosecution office.

The newly reconstituted commissions had taken up only one case before Monday, in which Australian David Hicks pleaded guilty to drastically reduced charges in March in exchange for the right to serve the last few months of his sentence in his native Adelaide.

Although Hicks' plea deal was widely denounced as a sham intended to answer mounting demands from the Australian government for his return, the Bush administration cited it as proof that the new system worked.

Army Col. Peter Brownback, the military judge in Khadr's case, brought the motion to dismiss the charges against Khadr, who fired his legal team last week. Khadr was accused of throwing a grenade that killed an Army special forces medic in July 2002.

Hamdan was charged with conspiracy and supporting terrorism for helping bin Laden and other Al Qaeda figures.

The charges against both prisoners were dismissed "without prejudice," meaning the government can bring a new case if it can classify the men as unlawful combatants.

Brownback did say many Guantanamo prisoners merited the "unlawful" designation because most were foreigners fighting for irregular forces like Al Qaeda and Afghanistan's Taliban, not uniformed members of a national army.

Khadr was only 15 when he was captured by U.S. forces at an Al Qaeda compound in Afghanistan. He entered the courtroom in the tan prison garb that designates a compliant detainee according to military-detention regulations, instead of the civilian clothing the court advises defendants to wear to avoid appearing like a prisoner before the commissioners — who were not present Monday.

His beard was scruffy and his hair matted, whereas he had appeared neatly barbered in khakis and a sport shirt during his last commission appearance 16 months ago.

Hamdan hadn't been in court for nearly three years because a federal judge had issued a stay in his and two other cases. A slight man who smiled with his attorneys, he clearly had difficulty understanding the Arabic translation or much of the proceedings.

Human-rights lawyers hailed the twin rulings as an admission that the commissions are "fatally flawed" and should be abandoned in favor of military courts-martial or trials in U.S. federal courts.

"Allred questioned the president's ability to designate an entire class of people as enemy combatants without any inquiry into the actual facts," said Jennifer Daskal of Human Rights Watch.

"Today's ruling is the most significant setback since the U.S. Supreme Court threw out the original military commissions," said Jumana Musa of Amnesty International. "It also signals that these commissions need to be scrapped and the detention facility at Guantanamo Bay must be closed now."

Navy Cmdr. Jeffrey D. Gordon, a Pentagon spokesman, said Monday that the Pentagon would review the rulings but believes the new law and older tribunals' status are legally compatible.

John D. Hutson, a former top Navy judge advocate general and a critic of the tribunal system, said the commissions are unlikely ever to be known for prosecutorial success.

"Look at the cases we have had. So far, we've had a kangaroo-skinner and a chauffeur," Hutson said, referring to Hicks and Hamdan. "We aren't exactly talking about Hitler and Goering, so far."

But he said he doubted that Monday's rulings would be the fatal blow.

WHEN SHOULD A KID START KINDERGARTEN?

by Elizabeth Weil from the New York Times Magazine


NOTE: Proposed Legislation AB683 (Sharon Runner) changes, from December 2 to September 1, the date by which a child must turn 5 years old to enroll in kindergarten, beginning with the 2009-10 school year. AB1236 (Mullen) moves up the date by 3 months by which a child must be 5 years old to enroll in kindergarten and 6 years old to enroll in first grade, beginning in 2011-12; makes kindergarten compulsory, beginning in 2010-11; and establishes the Kindergarten Readiness Program, beginning in 2011-12.


Sunday, June 3, 2007 - According to the apple-or-coin test, used in the Middle Ages, children should start school when they are mature enough for the delayed gratification and abstract reasoning involved in choosing money over fruit. In 15th- and 16th-century Germany, parents were told to send their children to school when the children started to act “rational.” And in contemporary America, children are deemed eligible to enter kindergarten according to an arbitrary date on the calendar known as the birthday cutoff — that is, when the state, or in some instances the school district, determines they are old enough. The birthday cutoffs span six months, from Indiana, where a child must turn 5 by July 1 of the year he enters kindergarten, to Connecticut, where he must turn 5 by Jan. 1 of his kindergarten year. Children can start school a year late, but in general they cannot start a year early. As a result, when the 22 kindergartners entered Jane Andersen’s class at the Glen Arden Elementary School near Asheville, N.C., one warm April morning, each brought with her or him a snack and a unique set of gifts and challenges, which included for some what’s referred to in education circles as “the gift of time.”

After the morning announcements and the Pledge of Allegiance, Andersen’s kindergartners sat down on a blue rug. Two, one boy and one girl, had been redshirted — the term, borrowed from sports, describes students held out for a year by their parents so that they will be older, or larger, or more mature, and thus better prepared to handle the increased pressures of kindergarten today. Six of Andersen’s pupils, on the other hand, were quite young, so young that they would not be enrolled in kindergarten at all if North Carolina succeeds in pushing back its birthday cutoff from Oct. 16 to Aug. 31.

Andersen is a willowy 11-year teaching veteran who offered up a lot of education in the first hour of class. First she read Leo Lionni’s classic children’s book “An Extraordinary Egg,” and directed a conversation about it. Next she guided the students through: writing a letter; singing a song; solving an addition problem; two more songs; and a math game involving counting by ones, fives and tens using coins. Finally, Andersen read them another Lionni book. Labor economists who study what’s called the accumulation of human capital — how we acquire the knowledge and skills that make us valuable members of society — have found that children learn vastly different amounts from the same classroom experiences and that those with certain advantages at the outset are able to learn more, more quickly, causing the gap between students to increase over time. Gaps in achievement have many causes, but a major one in any kindergarten room is age. Almost all kindergarten classrooms have children with birthdays that span 12 months. But because of redshirting, the oldest student in Andersen’s class is not just 12 but 15 months older than the youngest, a difference in age of 25 percent.

After rug time, Andersen’s kindergartners walked single-file to P.E. class, where the children sat on the curb alongside the parking circle, taking turns running laps for the Presidential Fitness Test. By far the fastest runner was the girl in class who had been redshirted. She strode confidently, with great form, while many of the smaller kids could barely run straight. One of the younger girls pointed out the best artist in the class, a freckly redhead. I’d already noted his beautiful penmanship. He had been redshirted as well.

States, too, are trying to embrace the advantages of redshirting. Since 1975, nearly half of all states have pushed back their birthday cutoffs and four — California, Michigan, North Carolina and Tennessee — have active legislation in state assemblies to do so right now. (Arkansas passed legislation earlier this spring; New Jersey, which historically has let local districts establish their birthday cutoffs, has legislation pending to make Sept. 1 the cutoff throughout the state.) This is due, in part, to the accountability movement — the high-stakes testing now pervasive in the American educational system. In response to this testing, kindergartens across the country have become more demanding: if kids must be performing on standardized tests in third grade, then they must be prepping for those tests in second and first grades, and even at the end of kindergarten, or so the thinking goes. The testing also means that states, like students, now get report cards, and they want their children to do well, both because they want them to be educated and because they want them to stack up favorably against their peers.

Indeed, increasing the average age of the children in a kindergarten class is a cheap and easy way to get a small bump in test scores, because older children perform better, and states’ desires for relative advantage is written into their policy briefs. The California Performance Review, commissioned by Gov. Arnold Schwarzenegger in 2004, suggested moving California’s birthday cutoff three months earlier, to Sept. 1 from Dec. 2, noting that “38 states, including Florida and Texas, have kindergarten entry dates prior to California’s.” Maryland’s proposal to move its date mentioned that “the change . . . will align the ‘cutoff’ date with most of the other states in the country.”

All involved in increasing the age of kindergartners — parents, legislatures and some teachers — say they have the best interests of children in mind. “If I had just one goal with this piece of legislation it would be to not humiliate a child,” Dale Folwell, the Republican North Carolina state representative who sponsored the birthday-cutoff bill, told me. “Our kids are younger when they’re taking the SAT, and they’re applying to the same colleges as the kids from Florida and Georgia.” Fair enough — governors and state legislators have competitive impulses, too. Still, the question remains: Is it better for children to start kindergarten later? And even if it’s better for a given child, is it good for children in general? Time out of school may not be a gift to all kids. For some it may be a burden, a financial stress on their parents and a chance, before they ever reach a classroom, to fall even further behind.

Redshirting is not a new phenomenon — in fact, the percentage of redshirted children has held relatively steady since education scholars started tracking the practice in the 1980s. Studies by the National Center for Education Statistics in the 1990s show that delayed-entry children made up somewhere between 6 and 9 percent of all kindergartners; a new study is due out in six months. As states roll back birthday cutoffs, there are more older kindergartners in general — and more redshirted kindergartners who are even older than the oldest kindergartners in previous years. Recently, redshirting has become a particular concern, because in certain affluent communities the numbers of kindergartners coming to school a year later are three or four times the national average. “Do you know what the number is in my district?” Representative Folwell, from a middle-class part of Winston-Salem, N.C., asked me. “Twenty-six percent.” In one kindergarten I visited in Los Altos, Calif. — average home price, $1 million — about one-quarter of the kids had been electively held back as well. Fred Morrison, a developmental psychologist at the University of Michigan who has studied the impact of falling on one side or the other of the birthday cutoff, sees the endless “graying of kindergarten,” as it’s sometimes called, as coming from a parental obsession not with their children’s academic accomplishment but with their social maturity. “You couldn’t find a kid who skips a grade these days,” Morrison told me. “We used to revere individual accomplishment. Now we revere self-esteem, and the reverence has snowballed in unconscious ways — into parents always wanting their children to feel good, wanting everything to be pleasant.” So parents wait an extra year in the hope that when their children enter school their age or maturity will shield them from social and emotional hurt. Elizabeth Levett Fortier, a kindergarten teacher in the George Peabody Elementary School in San Francisco, notices the impact on her incoming students. “I’ve had children come into my classroom, and they’ve never even lost at Candy Land.”

For years, education scholars have pointed out that most studies have found that the benefits of being relatively older than one’s classmates disappear after the first few years of school. In a literature review published in 2002, Deborah Stipek, dean of the Stanford school of education, found studies in which children who are older than their classmates not only do not learn more per grade but also tend to have more behavior problems. However, more recent research by labor economists takes advantage of new, very large data sets and has produced different results. A few labor economists do concur with the education scholarship, but most have found that while absolute age (how many days a child has been alive) is not so important, relative age (how old that child is in comparison to his classmates) shapes performance long after those few months of maturity should have ceased to matter. The relative-age effect has been found in schools around the world and also in sports. In one study published in the June 2005 Journal of Sport Sciences, researchers from Leuven, Belgium, and Liverpool, England, found that a disproportionate number of World Cup soccer players are born in January, February and March, meaning they were old relative to peers on youth soccer teams.

Before the school year started, Andersen, who is 54, taped up on the wall behind her desk a poster of a dog holding a bouquet of 12 balloons. In each balloon Andersen wrote the name of a month; under each month, the birthdays of the children in her class. Like most teachers, she understands that the small fluctuations among birth dates aren’t nearly as important as the vast range in children’s experiences at preschool and at home. But one day as we sat in her classroom, Andersen told me, “Every year I have two or three young ones in that August-to-October range, and they just struggle a little.” She used to encourage parents to send their children to kindergarten as soon as they were eligible, but she is now a strong proponent of older kindergartners, after teaching one child with a birthday just a few days before the cutoff. “She was always a step behind. It wasn’t effort and it wasn’t ability. She worked hard, her mom worked with her and she still was behind.” Andersen followed the girl’s progress through second grade (after that, she moved to a different school) and noticed that she didn’t catch up. Other teachers at Glen Arden Elementary and elsewhere have noticed a similar phenomenon: not always, but too often, the little ones stay behind.

The parents of the redshirted girl in Andersen’s class told a similar story. Five years ago, their older daughter had just made the kindergarten birthday cutoff by a few days, and they enrolled her. “She’s now a struggling fourth grader: only by the skin of her teeth has she been able to pass each year,” the girl’s mother, Stephanie Gandert, told me. “I kick myself every year now that we sent her ahead.” By contrast, their current kindergartner is doing just fine. “I always tell parents, ‘If you can wait, wait.’ If my kindergartner were in first grade right now, she’d be in trouble, too.” (The parents of the redshirted boy in Andersen’s class declined to be interviewed for this article but may very well have held him back because he’s small — even though he’s now one of the oldest, he’s still one of the shortest.)

Kelly Bedard, a labor economist at the University of California, Santa Barbara, published a paper called “The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects” in The Quarterly Journal of Economics in November 2006 that looked at this phenomenon. “Obviously, when you’re 5, being a year older is a lot, and so we should expect kids who are the oldest in kindergarten to do better than the kids who are the youngest in kindergarten,” Bedard says. But what if relatively older kids keep doing better after the maturity gains of a few months should have ceased to matter? What if kids who are older relative to their classmates still have higher test scores in fourth grade, or eighth grade?

After crunching the math and science test scores for nearly a quarter-million students across 19 countries, Bedard found that relatively younger students perform 4 to 12 percentiles less well in third and fourth grade and 2 to 9 percentiles worse in seventh and eighth; and, as she notes, “by eighth grade it’s fairly safe to say we’re looking at long-term effects.” In British Columbia, she found that the relatively oldest students are about 10 percent more likely to be “university bound” than the relatively youngest ones. In the United States, she found that the relatively oldest students are 7.7 percent more likely to take the SAT or ACT, and are 11.6 percent more likely to enroll in four-year colleges or universities. (No one has yet published a study on age effects and SAT scores.) “One reason you could imagine age effects persist is that almost all of our education systems have ability-groupings built into them,” Bedard says. “Many claim they don’t, but they do. Everybody gets put into reading groups and math groups from very early ages.” Younger children are more likely to be assigned behind grade level, older children more likely to be assigned ahead. Younger children are more likely to receive diagnoses of attention-deficit disorder, too. “When I was in school the reading books all had colors,” Bedard told me. “They never said which was the high, the middle and the low, but everybody knew. Kids in the highest reading group one year are much more likely to be in the highest reading group the next. So you can imagine how that could propagate itself.”

Bedard found that different education systems produce varying age effects. For instance, Finland, whose students recently came out on top in an Organization for Economic Cooperation and Development study of math, reading and science skills, experiences smaller age effects; Finnish children also start school later, at age 7, and even then the first few years are largely devoted to social development and play. Denmark, too, produces little difference between relatively older and younger kids; the Danish education system prohibits differentiating by ability until students are 16. Those two exceptions notwithstanding, Bedard notes that she found age effects everywhere, from “the Japanese system of automatic promotion, to the accomplishment-oriented French system, to the supposedly more flexible skill-based program models used in Canada and the United States.”

The relative value of being older for one’s grade is a particularly open secret in those sectors of the American schooling system that treat education like a competitive sport. Many private-school birthday cutoffs are set earlier than public-school dates; and children, particularly boys, who make the cutoff but have summer and sometimes spring birthdays are often placed in junior kindergarten — also called “transitional kindergarten,” a sort of holding tank for kids too old for more preschool — or are encouraged to wait a year to apply. Erika O’Brien, a SoHo mother who has two redshirted children at Grace Church, a pre-K-through-8 private school in Manhattan, told me about a conversation she had with a friend whose daughter was placed in junior kindergarten because she had a summer birthday. “I told her that it’s really a great thing. Her daughter is going to have a better chance of being at the top of her class, she’ll more likely be a leader, she’ll have a better chance of succeeding at sports. She’s got nothing to worry about for the next nine years. Plus, if you’re making a financial investment in school, it’s a less risky investment.”

Robert Fulghum listed life lessons in his 1986 best seller “All I Really Need to Know I Learned in Kindergarten.” Among them were:

  • Clean up your own mess.
  • Don’t take things that aren’t yours.
  • Wash your hands before you eat.
  • Take a nap every afternoon.
  • Flush.

Were he to update the book to reflect the experience of today’s children, he’d need to call it “All I Really Need to Know I Learned in Preschool,” as kindergarten has changed. The half day devoted to fair play and nice manners officially began its demise in 1983, when the National Commission on Excellence in Education published “A Nation at Risk,” warning that the country faced a “rising tide of mediocrity” unless we increased school achievement and expectations. No Child Left Behind, in 2002, exacerbated the trend, pushing phonics and pattern-recognition worksheets even further down the learning chain. As a result, many parents, legislatures and teachers find the current curriculum too challenging for many older 4- and young 5-year-olds, which makes sense, because it’s largely the same curriculum taught to first graders less than a generation ago. Andersen’s kindergartners are supposed to be able to not just read but also write two sentences by the time they graduate from her classroom. It’s no wonder that nationwide, teachers now report that 48 percent of incoming kindergartners have difficulty handling the demands of school.

Friedrich Froebel, the romantic motherless son who started the first kindergarten in Germany in 1840, would be horrified by what’s called kindergarten today. He conceived the early learning experience as a homage to Jean-Jacques Rousseau, who believed that “reading is the plague of childhood. . . . Books are good only for learning to babble about what one does not know.” Letters and numbers were officially banned from Froebel’s kindergartens; the teaching materials consisted of handmade blocks and games that he referred to as “gifts.” By the late 1800s, kindergarten had jumped to the United States, with Boston transcendentalists like Elizabeth Peabody popularizing the concept. Fairly quickly, letters and numbers appeared on the wooden blocks, yet Peabody cautioned that a “genuine” kindergarten is “a company of children under 7 years old, who do not learn to read, write and cipher” and a “false” kindergarten is one that accommodates parents who want their children studying academics instead of just playing.

That the social skills and exploration of one’s immediate world have been squeezed out of kindergarten is less the result of a pedagogical shift than of the accountability movement and the literal-minded reverse-engineering process it has brought to the schools. Curriculum planners no longer ask, What does a 5-year-old need? Instead they ask, If a student is to pass reading and math tests in third grade, what does that student need to be doing in the prior grades? Whether kindergarten students actually need to be older is a question of readiness, a concept that itself raises the question: Ready for what? The skill set required to succeed in Fulgham’s kindergarten — openness, creativity — is well matched to the capabilities of most 5-year-olds but also substantially different from what Andersen’s students need. In early 2000, the National Center for Education Statistics assessed 22,000 kindergartners individually and found, in general, that yes, the older children are better prepared to start an academic kindergarten than the younger ones. The older kids are four times as likely to be reading, and two to three times as likely to be able to decipher two-digit numerals. Twice as many older kids have the advanced fine motor skills necessary for writing. The older kids also have important noncognitive advantages, like being more persistent and more socially adept. Nonetheless, child advocacy groups say it’s the schools’ responsibility to be ready for the children, no matter their age, not the children’s to be prepared for the advanced curriculum. In a report on kindergarten, the National Association of Early Childhood Specialists in State Departments of Education wrote, “Most of the questionable entry and placement practices that have emerged in recent years have their genesis in concerns over children’s capacities to cope with the increasingly inappropriate curriculum in kindergarten.”

Furthermore, as Elizabeth Graue, a former kindergarten teacher who now studies school-readiness and redshirting at the University of Wisconsin, Madison, points out, “Readiness is a relative issue.” Studies of early-childhood teachers show they always complain about the youngest students, no matter their absolute age. ‘In Illinois it will be the March-April-May kids; in California, it will be October-November-December,” Graue says. “It’s really natural as a teacher to gravitate toward the kids who are easy to teach, especially when there’s academic pressure and the younger kids are rolling around the floor and sticking pencils in their ears.”

But perhaps those kids with the pencils in their ears — at least the less-affluent ones — don’t need “the gift of time” but rather to be brought into the schools. Forty-two years after Lyndon Johnson inaugurated Head Start, access to quality early education still highly correlates with class; and one serious side effect of pushing back the cutoffs is that while well-off kids with delayed enrollment will spend another year in preschool, probably doing what kindergartners did a generation ago, less-well-off children may, as the literacy specialist Katie Eller put it, spend “another year watching TV in the basement with Grandma.” What’s more, given the socioeconomics of redshirting — and the luxury involved in delaying for a year the free day care that is public school — the oldest child in any given class is more likely to be well off and the youngest child is more likely to be poor. “You almost have a double advantage coming to the well-off kids,” says Samuel J. Meisels, president of Erikson Institute, a graduate school in child development in Chicago. “From a public-policy point of view I find this very distressing.”

Nobody has exact numbers on what percentage of the children eligible for publicly financed preschool are actually enrolled — the individual programs are legion, and the eligibility requirements are complicated and varied — but the best guess from the National Institute for Early Education Research puts the proportion at only 25 percent. In California, for instance, 76 percent of publicly financed preschool programs have waiting lists, which include over 30,000 children. In Pennsylvania, 35 percent of children eligible for Head Start are not served. A few states do have universal preschool, and among Hillary Clinton’s first broad domestic policy proposals as a Democratic presidential candidate was to call for universal pre-kindergarten classes. But at the moment, free high-quality preschool for less-well-to-do children is spotty, and what exists often is aimed at extremely low-income parents, leaving out the children of the merely strapped working or lower-middle class. Nor, as a rule, do publicly financed programs take kids who are old enough to be eligible for kindergarten, meaning redshirting is not a realistic option for many.

One morning, when I was sitting in Elizabeth Levett Fortier’s kindergarten classroom in the Peabody School in San Francisco — among a group of students that included some children who had never been to preschool, some who were just learning English and some who were already reading — a father dropped by to discuss whether or not to enroll his fall-birthday daughter or give her one more year at her private preschool. Demographically speaking, any child with a father willing to call on a teacher to discuss if it’s best for that child to spend a third year at a $10,000-a-year preschool is going to be fine. Andersen told me, “I’ve had parents tell me that the preschool did not recommend sending their children on to kindergarten yet, but they had no choice,” as they couldn’t afford not to. In 49 out of 50 states, the average annual cost of day care for a 4-year-old in an urban area is more than the average annual public college tuition. A RAND Corporation position paper suggests policy makers may need to view “entrance-age policies and child-care polices as a package.”

Labor economists, too, make a strong case that resources should be directed at disadvantaged children as early as possible, both for the sake of improving each child’s life and because of economic return. Among the leaders in this field is James Heckman, a University of Chicago economist who won the Nobel in economic science in 2000. In many papers and lectures on poor kids, he now includes a simple graph that plots the return on investment in human capital across age. You can think of the accumulation of human capital much like the accumulation of financial capital in an account bearing compound interest: if you add your resources as soon as possible, they’ll be worth more down the line. Heckman’s graph looks like a skateboard quarter-pipe, sloping precipitously from a high point during the preschool years, when the return on investment in human capital is very high, down the ramp and into the flat line after a person is no longer in school, when the return on investment is minimal. According to Heckman’s analysis, if you have limited funds to spend it makes the most economic sense to spend them early. The implication is that if poor children aren’t in adequate preschool programs, rolling back the age of kindergarten is a bad idea economically, as it pushes farther down the ramp the point at which we start investing funds and thus how productive those funds will be.

Bedard and other economists cite Heckman’s theories of how people acquire skills to help explain the persistence of relative age on school performance. Heckman writes: “Skill begets skill; motivation begets motivation. Early failure begets later failure.” Reading experts know that it’s easier for a child to learn the meaning of a new word if he knows the meaning of a related word and that a good vocabulary at age 3 predicts a child’s reading well in third grade. Skills like persistence snowball, too. One can easily see how the skill-begets-skill, motivation-begets-motivation dynamic plays out in a kindergarten setting: a child who comes in with a good vocabulary listens to a story, learns more words, feels great about himself and has an even better vocabulary at the end of the day. Another child arrives with a poor vocabulary, listens to the story, has a hard time following, picks up fewer words, retreats into insecurity and leaves the classroom even further behind.

How to address the influence of age effects is unclear. After all, being on the older or younger side of one’s classmates is mostly the luck of the birthday draw, and no single birthday cutoff can prevent a 12-month gap in age. States could try to prevent parents from gaming the age effects by outlawing redshirting — specifically by closing the yearlong window that now exists in most states between the birthday cutoffs and compulsory schooling. But forcing families to enroll children in kindergarten as soon as they are eligible seems too authoritarian for America’s tastes. States could also decide to learn from Finland — start children in school at age 7 and devote the first year to play — but that would require a major reversal, making second grade the old kindergarten, instead of kindergarten the new first grade. States could also emulate Denmark, forbidding ability groupings until late in high school, but unless very serious efforts are made to close the achievement gap before children arrive at kindergarten, that seems unlikely, too.

Of course there’s also the reality that individual children will always mature at different rates, and back in Andersen’s classroom, on a Thursday when this year’s kindergartners stayed home and next year’s kindergartners came in for pre-enrollment assessments, the developmental differences between one future student and the next were readily apparent. To gauge kindergarten readiness, Andersen and another kindergarten teacher each sat the children down one by one for a 20-minute test. The teachers asked the children, among other things, to: skip; jump; walk backward; cut out a diamond on a dotted line; copy the word cat; draw a person; listen to a story; and answer simple vocabulary questions like what melts, what explodes and what flies. Some of the kids were dynamos. When asked to explain the person he had drawn, one boy said: “That’s Miss Maple. She’s my preschool teacher, and she’s crying because she’s going to miss me so much next year.” Another girl said at one point, “Oh, you want me to write the word cat?” Midmorning, however, a little boy who will not turn 5 until this summer arrived. His little feet dangled off the kindergarten chair, as his legs were not long enough to reach the floor. The teacher asked him to draw a person. To pass that portion of the test, his figure needed seven different body parts.

“Is that all he needs?” she asked a few minutes later.

The boy said, “Oh, I forgot the head.”

A minute later the boy submitted his drawing again. “Are you sure he doesn’t need anything else?” the teacher asked.

The boy stared at his work. “I forgot the legs. Those are important, aren’t they?”

The most difficult portion of the test for many of the children was a paper-folding exercise. “Watch how I fold my paper,” the teacher told the little boy. She first folded her 8 1/2-by-11-inch paper in half the long way, to create a narrow rectangle, and then she folded the rectangle in thirds, to make something close to a square.

“Can you do it?” she asked the boy.

He took the paper eagerly, but folded it in half the wrong way. Depending on the boy’s family’s finances, circumstances and mind-set, his parents may decide to hold him out a year so he’ll be one of the oldest and, presumably, most confident. Or they may decide to enroll him in school as planned. He may go to college or he may not. He may be a leader or a follower. Those things will ultimately depend more on the education level achieved by his mother, whether he lives in a two-parent household and the other assets and obstacles he brings with him to school each day. Still, the last thing any child needs is to be outmaneuvered by other kids’ parents as they cut to the back of the birthday line to manipulate age effects. Eventually, the boy put his head down on the table. His first fold had set a course, and even after trying gamely to fold the paper again in thirds, he couldn’t create the right shape.

• Elizabeth Weil is a contributing writer for the NYT magazine.