Bittersweet Pastry Shop & Cafe is Chicago's Best

There are bakeries and pastries ... and then there's Bittersweet Pastry Shop & Cafe in Lincoln Park, Chicago. Judy Contino's high end, classy shop on Belmont is truly a step above the rest, and anyone looking for sweets in the City by the Lake should put Bittersweet on the agenda.

Twenty years ago, we were introduced to the culinary magic of Judy Contino when my wife secured a job in Bittersweet's kitchen. We had moved to Chicago for my wife to attend culinary school, but when she got the chance to work in Judy's kitchen, the true education began. Bittersweet is a truly classy cafe and bakery where the exquiste style and presentation of the pastries is only bested by the rich array of flavors. On a recent trip, we reveled in the espresso ganache tart, the rasperberry ganache, and a strawberry-rhubarb tart. We also brought home a chocolate torte and a slice of the famous "apple bistro," which is a wonderful balance of pastry, apples, and caramel.

It's hard to imagine going anywhere else for sweets, when a shop like Bittersweet is in your town. Judy Contino has been featured in magazines like Gourmet and Bon Apetit, and her reputation for beautifully delicious wedding cakes is legendary around Chicago. Next time you're in the Windy City, make sure to take advantage of the best in pastries.

Cafeteria Worker Della Curry NOT "Fired for Feeding Hungry Kids"

Della Curry is a school cafeteria worker who was supposedly "fired for giving free food to hungry students." I'm a little suspicious of her story ... and so is the Denver Post.

Della Curry has become something of a celebrity, having been interviewed by major media outlets around the country and even abroad. And her story, that she was fired by Cherry Creek Schools for giving hot lunches to students who didn't have the money to pay for them, is instantly compelling.
Except for one serious problem: The district vehemently disputes her version of events and insists she was fired instead for "numerous documented incidents." A classic she-said, they-said standoff, right? Not so fast. The district could divulge details of Curry's personnel file with her permission, and then we'd know the truth. But Curry hasn't signed a waiver. Until she does, her story ought to be taken with a handful of salt.

Since the story broke of Della Curry's dismissal from Food & Nutrition Services in the Cherry Creek School District of suburban Colorado, there has been reason to scrutinize the story of this seemingly innocuous woman and her surprising story. The problem is Della and her story have "gone viral" in an amazingly quick and seemingly well-orchestrated fashion. The story of Della's dismissal made the local news in Denver, and the public perception wasn't helped when the Denver Post lead with the controversial headline, "Cherry Creek Schools Fires Employee Who Gave Free Lunch to Hungry Kids." Clearly, the scintillating headline did its job, for the story has garnered nearly 250 comments, which is rather unheard of for the DP. Yet, the whole story hadn't come out - and still hasn't - because schools are forbidden by law from discussing the details of personnel issues. Fortunately, the Denver Post allowed the district to respond within its legal rights to clarify the issue a day later in the story "Cherry Creek says lunch lady wasn't fired for giving away free food."

Cherry Creek School District on Wednesday disputed claims of Della Curry, a former kitchen manager who said she was fired for giving hot lunches to students who didn't have the money to pay for them. "It is important to share that the Cherry Creek School District has in place a practice that ensures that every student receives a nutritious meal regardless of their ability to pay," the statement read. "Ms. Curry was not dismissed for giving free food to financially disadvantaged students. Numerous documented incidents resulted in the action taken by the Cherry Creek School District."

Certainly, this is a story worth some local attention. But, call me conspiratorial, it seems like there is a well-orchestrated machine behind Della Curry's story - at least behind the national and international coverage. People following the story should note that this is a school board election year, with three open seats on the Cherry Creek board. And, anyone familiar with Colorado and local education issues knows that the controverial board elections in Douglas County and Jefferson County by "education reformers" have used similar issues to divide communities and influence the election of candidates who seem to have decidedly anti-public education views.

Was Della Curry really "fired for giving free kid to poor, hungry children"? It seems doubtful. And, isn't it strange that in a matter of days, or even hours, this "lunch lady" has two Facebook pages with more than a thousand followers, as well as a website and a Go Fund Me page? How did this simple food service worker end up with such a well-crafted media message and "social media" platform that her story is picked up on CNN, FoxNews, ABC, NBC, CBS, USA Today, Good Morning America, Washington Times, and the Daily Mail (in London)? Della Curry is not so savvy, and this story is not so significant, that she and it should be receiving the coverage they are. Someone is pulling the strings behind the "Della Curry story." And, there is an agenda that seems directed at discrediting the Cherry Creek school board and the Cherry Creek school district. There's no doubt other forces are at work.

The only questions are:  Is it the Far Right, or the Far Left? And what is the endgame?

Why Not End, or Shorten, Summer Vacation?

So, as school lets out and summer heats up, the "vacation haters" in the ed-reform movement are at it again. Like clockwork, June tends to bring out a slew of editorials decrying summer vacation from school. And, this year, at least in my sphere, it's Jeremy Meyer of the Denver Post Editorial Board who asks why we can't "Make the School Year a Full Year." It's the same old arguments based on the  myth that summer vacation comes from our agrarian past and drawing on concerns that long weeks off in the summer lead to "summer learning loss." I've addressed these issues before, and it's worth reminding people of the flaws in Meyer's argument.

Thus, while there are reasons for increasing educational offerings, the outdated agrarian model and international comparisons are not valid ones. Yes, a longer school day and year can positively impact some students. However, many others are actually well-served by the numerous summer activities that enhance and add to their education as well-rounded citizens in ways that more classroom time drilling for standardized tests doesn’t. Many American high schools have large numbers of students taking Advanced Placement, International Baccalaureate, and Concurrent Enrollment college classes while still in high school. These students earn college credit while in high school, and do so with the current 180-day schedule and a lengthy summer vacation. If anything, many students can get through K-12 effectively in less time, not more. If we are going to have effective discussion about education reform, we need to dispense with the perpetuation of myths by the misinformed, and move beyond the idea of a one-size-fits-all education system. While a summer slide can be an issue in some schools, the existence of a real summer vacation is not the problem. “Making summer count” by improving the summer experience, rather than eliminating it, is the best curriculum for America’s children.  

Today, a former student stopped by to visit, and we ended up discussing the article, as he was curious about my reasoning about the challenges faced by poor kids who don't have access to the sort of summer activities that prevent the summer loss among middle and upper class kids. And, the reality is this: The argument against long summer vacation is based on the flawed premise that the only and the best learning comes in a classroom. That's not true. I am a critic of a single, uniform, conformist and standardized education system that demands a common course of study for all kids as the only possible "education." We must not make decisions based only on narrow academic skills, and we must not declare that all kids learn the same things at the same time at the same pace.

Of course Money Matters in Education

In this interesting bit of commentary from a retired teacher, Frank Breslin makes a case for "Why America Demonizes Its Teachers," and he offers plenty of information for why students struggle and why some schools are still "failing." Additionally, he notes certain areas in which it can be argued schools and public education are still underfunded.

The issue of teacher responsibility for student performance must be placed within this broader social context of what has been happening outside the American classroom for the last 30 years. Only in this way will the discussion about student learning become more realistic, and honest, and why singling out teachers alone distorts the true nature of both the problem and its solution. When there are too few teachers in a school, and those few are overwhelmed by large classes and have no time to provide individualized attention for students -- many of whom come to school deeply troubled and alienated with all sorts of problems having nothing to do with the school -- is it any wonder that students find it hard to focus and learn? The emotional, familial, and social problems of many inner-city students are often so deeply embedded and, in many cases, treatable only by professional help that the paltry resources of the school cannot begin to address them. These underfunded schools often lack even the essential services of counselors, social workers, and nurses because of draconian budget cuts. What makes matters still worse is that these same schools are now set up for additional failure by being annually denied billions in vitally needed tax revenues diverted to charter schools, with no accountability, as part of a right-wing political agenda. 

When I posted the column to Facebook, I did receive one comment which criticized the article for the standard response from "the Left" that it's always about needing more money. While I do concede that the calls for more education funding can be redundant, the issue is certainly more complex. More money will not fix countless problems in schools, and more money poorly spent will do nothing for students in need. Yet, there is plenty of data that supports the idea of more funding leading to better educational outcomes. This is especially true in the areas of graduation rates - but not always so clear with standardized test scores. Increased funding does have long term positive effects on success later in life, especially when tracking adult incomes.

Our findings provide compelling evidence that money does matter, and that additional school resources can meaningfully improve long-run outcomes for students. Specifically, we find that increased spending induced by SFRs positively affects educational attainment and economic outcomes for low-income children. While we find only small effects for children from nonpoor families, for low-income children, a 10 percent increase in per-pupil spending each year for all 12 years of public school is associated with roughly 0.5 additional years of completed education, 9.6 percent higher wages, and a 6.1-percentage-point reduction in the annual incidence of adult poverty.

And, to my point from earlier posts that Bill Gates should focus on fixing "a school," with his billions, rather than "fixing schools" with across the board reforms like Common Core. If we targeted spending on support systems like child care in disadvantaged neighborhoods, we could "fix schools" one neighborhood at a time. That's what millionaire Harris Rosen did in the community of Tangelor Park, Florida. 

Twenty-one years later, with an infusion of $11 million of Mr. Rosen’s money so far, Tangelo Park is a striking success story. Nearly all its seniors graduate from high school, and most go on to college on full scholarships Mr. Rosen has financed.Young children head for kindergarten primed for learning, or already reading, because of the free day care centers and a prekindergarten program Mr. Rosen provides. Property values have climbed. Houses and lawns, with few exceptions, are welcoming. Crime has plummeted.

Money invested in neighborhoods that need it will do far more to "fix schools" than any nationwide standards and curriculum movement or any state and federal education legislation.

So, reformers, buck up the money and "fix a school."

"Oh, ... this house is falling apart"

So, my house is falling apart.

It's probably been decades in the making, but my cute little duplex in Greenwood Village sits at a low point on really crappy clay soil, and with the recent rain, the basement floor has begun the pitch and buckle. What fun. Three years ago the floor dropped from under the furnace, and we had it lifted by A1 Concrete Leveling. Now, the floor has started rising in several places, pushing up on the finished walls that were not properly floated by a previous owner. So, we have bowed door frames, cracked drywall, and general weirdness. The garage floor has dropped five inches and now slopes toward the foundation, which has an eight-foot crack. The french drain system, foundation repair, compression grouting, and general repairs will probably go north of $30,000.

And, that's the joy of home ownership. At this point, all we can do is laugh, and explore all the options. Because, you know, I love my house. And, I hate my house. It's times like these that I wish someone had a foundation or non-profit or something whose sole goal was simply to help people out with crap they can't afford. But, you know, it could be worse. And, I have a nice house in a great community with a loving family and a good job. So, it could be a heck of a lot worse. In the end, we'll figure it out. "We've got heart."

What do you know? this house is falling apart

What can I say? this house is falling apart

We got no money, but we got heart

We're gonna rattle this ghost town

This house is falling apart

Not Your Average Backyard Shed

Outdoor living spaces usually encompass patios, kitchens, and lawns. But sheds?

The backyard shed is becoming more of an extended house and personal living space with the innovation of companies like Backyard Mama and Studio Shed. The phenemonon is featured in a great piece from Melissa Kossler Dutton where "Shed-sational spaces [are] ... outdoor buildings that go beyond storing tools to extending your home's options."

People looking to get more use out of their backyards are building or converting sheds for a variety of purposes. There are backyard pubs. "She sheds," when they're built by women. Home offices. Art or yoga studios. TV rooms. Studio Shed in Louisville sells prefabricated structures to people who want more living space or to enhance their backyard, said Jeremy Horgan-Kobelski, the company's creative director. The buildings, which range in price from $7,500 to $20,000, offer flexibility and are less expensive than adding a room to the house, he said.

Jennifer and Eric Antonow added a shed to their Palo Alto, Calif., property because they can't afford a bigger house.

PARCC Needs to Drop the Second "C"

So, we all know that  "PARCC" - which recently voted to shorten its tests in time and limit it to only one testing window each year - stands for the "Partnership for Assessing Readiness for College & Career." And, that second "C" is really the problem. For, these tests, which along with the SmarterBalanced (buttery spread) program, are supposed to test readiness for college and career ... for students in grades 3 through 11. And, there is no logical way to argue that a standardized test that is basically bubbling in answers for math and reading passages (despite claims it's not a bubble test , or is better than previous bubble tests) can accurately predict and assess "readiness" for "careers." The reality is these tests are completely focused on narrow academic pursuits. They may assess readiness for university study in the same way the ACT and SAT do. But, these tests do not assess "readiness" for countless careers. From retail sales to cosmetology to skilled labor to contracting to culinary arts and other service industry professions, the reading of passages and explaining how to "solve for y" is not an valid measurement of "readiness."

So, drop the second "C," PARCC.

Don't Make Education Reform about Wages for College Degree Holders

It's not news that education reformers from Bill Gates to Arne Duncan are committed to sending more kids to college and producing more bachelor degree holders. A more educated population is never a bad idea, so this plan is tough to criticize. However, the problem is we're asking the wrong question and posing the wrong solution. In a recent report from the Pew Research Center, the findings focus on key reasons to go to college. But the data shows this is a wage issue at heart - an issue that didn't exist when the middle class was built in the fifties, sixties, and seventies. Pursuing college degrees simply for higher wages is not sound policy. And assuming that more college degree holders will improve quality of life and strength of the economy is flawed as well.

Novels that Reflect the 2000s

A history teacher at my school was recently looking for a book that "defines or represents the 2000s" the way that Gatsby does the 1920s.  In thinking about it, I considered a few that have been considered indicative of the times.  Notably the work of Jonathan Franzen has "bookended" the decade with The Corrections in 2000 and Freedom on 2012.  He would probably be the one most often credited with capturing the decade.

We could also mention the work of Tom Wolfe who captured the 1980s with Bonfire of the Vanities, 1990s with A Man in Full, and the 2000s with I am Charlotte Simmons in 2006 andBack to Blood in 2012.  Back to Blood is about immigration and Charlotte is about a college freshman whose eyes are opened by her experience at a college and world far more liberal than she.

From my own view, I think TC Boyle is a great contemporary writer, but I don't know if he captures the 2000s exactly.  One interesting work recently is a satire by Jess Walter called The Financial Lives of Poets, published in 2010.  It is considered to be the first book written about the effects of the crash of 2008.  And, of course, Jonathan Safran Foer's Extremely Loud and Incredibly Close is the first to directly take on the 9/11 tragedy.

Life as Metaphor

In an insightful column, New York Times, columnist David Brooks examines the significance of metaphor in our daily lives. As an English teacher, I couldn't agree more with his argument that "metaphors are central to our thought life." Our conscious understanding of the world is profoundly impacted by the way we use metaphor to understand the world. It molds our philosophy and perspective in life, and it impacts the way we live and work and play and vote and relate to each other. No one understands this better than George Lakoff whose book "Don't Think of an Elephant" has been a call to action for Democrats to take control of campaigns through the language they use. In many ways, it's about the metaphors.

Each year, I begin my AP Language and Composition class with a discussion of how they are expected to become "people on whom nothing is lost." Part of that task is understanding how people - including parents, teacher, marketers, and politicians - will always seek to manipulate others through language. Metaphor is one of the most effective ways to do this, and the example I use is the contrasting terms "estate tax" and "death tax." Both terms describe the taxes that are levied against inherited property. Long ago, the GOP under Newt Gingrich realized they could sway public opinion against the tax by shifting terminology from "estate" which the common associated with rich people to "death" which people associated with all people. A telling poll from 2004 revealed that 75% of Americans supported the "estate tax" whereas 75% of Americans opposed the "death tax." Clearly, words matter.

Often the language and metaphors we use to perceive a situation are quite separate from the reality of the issue. And when people are often given more direct information outside of the metaphors they have long used to perceive an issue, they feel enlightened and will even change their minds. As teachers, thus, the ability to understand the way metaphor functions in our perception of the world is perhaps one of the most important tasks we have as English teachers. It's not just about a great story or a grammar rule. The teaching of English must center on the use of language.

Kevin Liu Named 2015 Raytheon MATHCOUNTS National Champion

The best and brightest young American math minds met in Boston today for the Raytheon National MATHCounts competition.  While the mainstream media managed to completely ignore this incredible competition, there was coverage by the PR Newswire.

Kevin Liu, a 14-year-old eighth grader from Carmel Middle School in Carmel, Indiana, has earned the title of 2015 Raytheon MATHCOUNTS® National Champion after an intense, elite competition at the Sheraton Boston Hotel. This is the seventh year Raytheon (NYSE:  RTN) has served as the event's title sponsor, as part of a decade-long commitment to MATHCOUNTS and a larger effort to promote education in science, technology, engineering and math.

Liu won the final round of the 2015 Raytheon MATHCOUNTS National Competition by answering the question: "How many arithmetic progressions of six increasing terms include the terms 15 and 20?" He gave the correct answer, 15, in 17.9 seconds. As National Champion, Liu is the recipient of the $20,000 Donald G. Weinert College Scholarship and a trip to U.S. Space Camp.

It was an amazing display of lightening-quick mathematical problem solving, and it is the pinnacle of years of dedication for young men and women who commit to the study of math for the sheer love of computation and competition. For a country that is supposedly committed to improving academic achievement, especially in the area of STEM, it would be nice for a little more attention to the prowess of these young mathletes.  Sadly, the country - and media - are still strangely enamored of the Scripps National Spelling Bee while ignoring people with highly coveted math skills. The 2015 Championship for Kevin isn't online, but here's a look at the 2012 Finals:

Reading Makes Us Better

Of course, as English teachers we would love for all of our students to become "life-long lovers of reading."  In a perfect world, everyone would become as lost as we do in the pages of great fiction.  Yet, at this point we are kidding ourselves if we think that is a remote possibility.  Some people simply do not connect with reading novels the way others do.  However, in this STEM-oriented world of education reform, an argument must be made for the reading of literature; and there is a clear argument that "Reading Novels Makes Us Better Thinkers."

A group of Canadian scholars and researchers is supporting the cause of fiction by arguing that readers of fiction are more comfortable with ambiguity and less stressed about a need for closure.  Both these qualities pave the way for easier higher level thinking.  In fact, the "need for cognitive closure" creates less than optimum levels of of information process which in turn causes "decreased creativity and rationality."

Just what embattled English teachers need to hear.