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Posts published in “Education”

Q and A with Scott Selby about Flawless

Ulrich Boser 1

At one time, the Antwerp Diamond Center was believed to be one of the most secure buildings in the world--it stored hundreds of millions of dollars worth of diamonds. According to Scott Selby and Greg Campbell, "located in the heart of Belgium’s ultra-secure Diamond District, [the building] benefited from two police stations, armed patrols, extensive video surveillance, and vehicle barriers securing an area where 80 percent of the world’s diamonds traded hands."

But on February 15, 2003, a band of crooks robbed the vault, and Flawless: Inside the World’s Largest Diamond Heist by Selby and Campbell tell that story. I recently emailed Selby a few questions about the book. His answers are below.

What got you interested in this story?
When the heist happened, I was intrigued by how much security there was in Antwerp’s Diamond District and how the thieves could have possibly pulled off a caper of this magnitude. I wanted to learn how it was done and at the same time, learn more about the world of diamond dealing.

How did you and Greg come to work together?
I’d read Greg’s book “Blood Diamonds” and loved it. My agent suggested that we work together and I jumped at the idea.

What was the biggest surprise as you did your research?
How the truth takes a long of digging to get to.

As I read the book, I was surprised at the incredible level of security that the crew had to get through to make the score. Has the security in the Antwerp Diamond Center changed since the heist?
It has. The vault remains the same, there was nothing wrong with it. But, from what we understand, other elements of the security system have changed.

Were you worried that you might glorify Notarbartolo and his crew?
No. We told the truth as best we could so sometimes the thieves come off as very talented and smart, and other times they come off as liars. We made sure to include the perspective of the victims as well so you can see how they suffered real losses.

What's been the reaction of Notarbartolo to the book?
I don’t know if he’s even read it yet.

Anything else I should know?
Flawless: Inside the World’s Largest Diamond Heist is on sale now. Our website is Thanks!


This item originally appeared in The Open Case magazine.

On the Bargain Express: The route to a college degree may pass through two-year schools, ROTC, or Mom’s kitchen

Ulrich Boser 0

Vanessa Flores always wanted to attend the University of Southern California. She grew up near the school in Los Angeles, and her mother worked at the university as a contracts manager. But when USC offered Flores admission, her mother and father balked at the nearly $10,000 in room and board costs. So Flores struck a deal with her folks: She would live on campus her freshman and sophomore years and then stay at home and commute the following two years. "It was tough living with my parents," she says. "You can't just roll out of bed and go right to class. You have to get in your car and drive." Yet, she adds, "I saved anywhere between $15,000 to $20,000."


MAKING A DEAL. Vanessa Flores helped her parents afford to send her to the University of Southern California by agreeing to live two years at home.
As the price of a college degree soars-tuition at four-year, public universities shot up 7 percent on average last year-students are increasingly considering less expensive alternatives to the traditional college experience, including attending a community college, living at home, or joining the military. While such strategies can cut college costs in half, experts warn that they can backfire. According to the U.S. Department of Education, students who enroll in two-year colleges or carve out time to work before enrolling in school end up taking longer to get their degrees-and are more likely to drop out. "There are a lot of ways to cut down on costs," says financial planner KC Dempster. "But parents need to take the time-and students need to take the time-to evaluate them. They aren't right for everyone."

Community college has become one of the most attractive options for students who want a low-cost, four-year degree. The schools are inexpensive-average annual tuition is $2,191-and they can serve as a springboard to four-year universities. After attending Hostos Community College in New York City for five semesters, Folashad Kornegay transferred this year to New York University. "I always knew I would go to a four-year school," she says. "Community college is a great place to start out. It's cheap, and there are a lot of opportunities to learn."

But making the leap from a two-year school to a four-year institution isn't always easy. Credits earned at a community college might not all transfer, and university hopefuls have to perform well academically to get an offer of admission. To make her application attractive to NYU, Kornegay enrolled in a rigorous set of liberal arts courses, participated in various extracurriculars, and maintained a 3.6 grade-point average. When considering a community college, students should be sure to ask about transfer rates. While some two-year schools send only 5 percent of their students on to four-year colleges, others transfer over 30 percent. In recent years, some states like Florida and Pennsylvania have eased the transfer process by guaranteeing community college graduates a spot at one of the states' four-year universities.

Other students have found the Reserve Officers Training Corps a successful way to pay for college. The Army, Air Force, and Navy ROTC train students to be military officers while they earn their degrees. About half of all cadets receive scholarships, which vary in size by school and armed service division, and all juniors and seniors receive tax-free stipends of several hundred dollars for living expenses. Students who win ROTC scholarships can quit after freshman year and owe nothing. But anyone who leaves during sophomore year or later must pay back the balance to Uncle Sam.

This article first appeared in US News and World Report.

A New Law is Put To the Test

Ulrich Boser 0

This article ran in US News and World Report in March of 2004. You can find it online here.

The No Child Left Behind Act, the federal education-reform bill signed into law just over two years ago, takes a carrot-and-stick approach to improving school performance. But the Somers School District in northern Connecticut has been so frustrated with the stick--the labeling and sanctions (including the possibility of state takeover) faced by schools that don't meet federal standards--that last year it rejected the carrot. After Somers High School was placed on an academic watch list for what local officials consider trivial reasons (it tested 94.3 percent of its students rather than the required 95 percent), the district refused some $45,000 in No Child Left Behind money. That's only a small fraction of the system's $15 million annual budget; school leaders say the extra funds just weren't worth the hassle. "To say the money comes with strings attached is an understatement," says Superintendent Thomas Jefferson. "It comes with ropes and anchors."

Somers is one of a growing number of districts and states rebelling against the new education law, which President Bush championed with bipartisan support. The legislation requires not only annual testing but also score breakdowns by race and socioeconomic status to ensure that schoolwide averages don't mask failure for some groups. It also calls for students in failing schools to receive money for outside tutoring or to be given the option of transferring elsewhere.

Educators don't quarrel with the goal of boosting student achievement, but many resent the way the law is being implemented. Legislators in over a dozen states--including Maine, Virginia, and Washington--have passed or are considering symbolic resolutions calling for more flexibility and funding under the 700-page law. Critics, including many Republican state legislators who aren't typically at odds with the Bush administration, have a litany of objections, notably the law's heavy costs and what they view as its infringement on local control.

For its part, the Bush administration has taken steps to stop the backlash. It has eased accountability requirements for non-English-speaking and disabled students, thus lowering the number of schools that will be labeled as failing. But it has also warned states that if they drop out of the program, all of their federal education funding for disadvantaged kids--not just No Child Left Behind grants--will be cut. That could mean a revenue loss of almost 15 percent in some poorer districts.

Still, the protests are likely to continue. This year, some 6,000 schools were labeled "in need of improvement." That number could increase to 25,000, or about one third of the nation's schools, as more of the law's accountability standards kick in over the next two years. Says Diane Rentner, deputy director of the nonpartisan Center on Education Policy: "The big fights have yet to come."

Planning a visit to the Gardner museum?

Ulrich Boser 0

Going to visit the Isabella Stewart Gardner museum in Boston? Obsessed with the unsolved 1990 heist? I wrote up some advice for people who're planning to visit the museum and interested in the case:

--Start on the ground floor. Imagine it to be March 18,1990, about two in the morning. The room would be dark and shadowy. A few revelers would be out on the street, stumbling their way home. Some bats might be skittering through the museums's galleries.

--Look at this theft schematic from The Boston Globe to get a sense of how exactly the thieves moved through the building. If you're feeling particularly inspired, follow the room-by-room movements of the thieves.

--Visit the Dutch Room. Stare into the silk wallpaper behind the empty frames. Wonder about the whereabouts of the paintings. Maybe bring John Updike's poem "Stolen" and read it quietly to yourself.

--Check out the wooden cabinet near the door to the Dutch Room. Note the tiny holes on the side of the cabinet, right next to the door frame. They come from the screws that once secured the small artwork to the cabinet, and in many ways, they're all that's left of the Rembrandt self-portrait.

--Dwell on the mysteries of the case by visiting the Short Gallery. Ask yourself some of the questions that continue to haunt investigators today: Why did the thieves spend over an hour in the museum but only steal 13 items? Why did the crooks steal knickknacks like the finial from the top of the flag pole but not the near-by Michelangelo? Why did the two men never visit the third floor where the Titian hangs in all of its splendor?

--Stop in the gift shop. Notice that the museum doesn't sell my book, The Gardner Heist, or any other book or movie or artwork devoted to the theft. The museum treats the caper very seriously--they don't want to be seen as commercializing their tragic loss. And that's a good thing.

--Remember that the Gardner is an intimate, powerful museum, a space devoted to the enjoyment of art. Don't focus only on the heist; enjoy the other artworks. One of my favorites is Sargent's El Jaleo on the ground floor. Can you hear the tap-tapping of the singer's foot?

--Be respectful. The museum was the victim of a terrible crime, after all.

This item first appeared in The Open Case magazine.

Do Schools Challenge Our Students?

Ulrich Boser 0

You might think that the nation’s teenagers are drowning in schoolwork. Images of sullen students buried in textbooks often grace the covers of popular parenting magazines, while well-heeled suburban teenagers often complain they have to work the hours of a corporate lawyer in order to finish their school projects and homework assignments. But when we recently examined a federal survey of students in elementary and high schools around the country, we found the opposite: Many students are not being challenged in school.

Consider, for instance, that 37 percent of fourth-graders say that their math work is too easy. More than a third of high-school seniors report that they hardly ever write about what they read in class. In a competitive global economy where the mastery of science is increasingly crucial, 72 percent of eighth-grade science students say they aren’t being taught engineering and technology, according to our analysis of a federal database. driver booster 6.2 serial key

These findings come at a key time. Researchers increasingly believe that student surveys can provide important insights into a teacher’s effectiveness. When the Bill & Melinda Gates Foundation released findings from their Measures of Effective Teaching (MET) Project in 2011, they found that student feedback was a far better predictor of a teacher’s performance than more traditional indicators of success such as whether a teacher had a master’s degree or not. The mounting evidence on the importance of student surveys has also been shaping policy at the state and local level, and a variety of groups dedicated to the improvement of teaching—such as the New Teacher Project, a nonprofit that works to advance policies and practices to ensure effective teaching in every classroom—have been incorporating student surveys into their teacher evaluation and certification process.

Given the significance of this growing body of research on student surveys, Lindsay Rosenthal and I examined one of the richest sources of national student survey data and conducted an analysis of the background surveys of the National Assessment of Educational Progress. Known as the Nation’s Report Card, these assessments are administered every two years by the National Center for Education Statistics. We looked specifically at the student questionnaire, which collects student-reported information on demographics and classroom experiences.

In reviewing the data, we examined a number of issues that track current debates over education policy and research. Given the recent debates over academic standards, for instance, we looked closely at issues of rigor and student expectations. Do students think that they are being challenged enough? Do teachers engage students in deep learning opportunities? We were also interested in issues of access since students provide an important, classroom-eye view of the resources that are available to them. Are all students being given access to the types of learning opportunities that they need to be prepared for college and the modern workplace? Are those resources distributed fairly among different types of students and schools?

Among our findings:

  • Many schools are not challenging students and large percentages of students report that their school work is “too easy.”If students are going to succeed in the competitive global economy, they need to be exposed to a rigorous curriculum. But many students believe their class work is too easy. Twenty-nine percent of eighth-grade math students nationwide, for instance, report that their math work is often or always too easy. In some states like Virginia, nearly a third of middle-school students reported their work was often or always too easy.This finding was consistent across grades and subject matter. We found that 51 percent of eighth-grade civics students and 57 percent of eighth-grade history students report that their work is often or always too easy. Elementary school students also revealed that they aren’t being challenged by their math work—37 percent of fourth-grade students reported that their math work is often or always too easy. Among high school students, 21 percent of 12th-graders said their math work was often or always too easy, while 56 percent and 55 percent respectively found their civics and history work often or always too easy.
  • Many students are not engaged in rigorous learning activities. Almost a third of eighth-grade students report reading fewer than five pages a day either in school or for homework. That’s below what many experts recommend for students in middle school. Eighth-grade students across the country also report that they rarely write lengthy answers to reading questions on tests: approximately one-third of students write long answers on reading tests twice per year or less.

The issues are similar at the high school-level. Thirty-nine percent of 12th-grade students, for example, say that they hardly ever or only once or twice a month write about what they read in class. Nearly one-third said they write long answers on reading tests two times a year or less. Moreover, almost one-third of 12th-grade reading students say they rarely identify main themes of a passage when reading, and almost 20 percent said they never or hardly ever summarize a passage.

Note, however, that these data do not measure the quality of the work that students are performing in class—and the quality of the work can make a big difference in how much students learn. Students might be reading just a few, very rigorous pages every day, for instance. But given overall low reading scores—and the degree to which more reading promotes more learning—we believe these results should be cause for alarm.

  • Students don’t have access to key science and technology learning opportunities. For today’s students, being prepared for college and the modern workforce means having access to high-quality curriculum materials in critical subject areas like math and science. But our analysis found that most teenagers say their schools don’t provide important learning opportunities in science and technology. For instance, 72 percent of eighth-grade science students say they are not taught about engineering and technology.
  • Too many students don’t understand their teacher’s questions and report that they are not learning during class.Nationwide, less than two-thirds of middle school math students report that they feel like they are always or almost always learning in math class. Similarly, just under 50 percent of 12th-grade math students said they feel like they are always or almost always learning in their math class.Students also often report difficulty understanding their teacher’s questions. Twenty-five percent of middle school math students report that they sometimes or hardly ever understand what their teacher asks. Thirty-six percent of12th-graders report they sometimes or hardly ever clearly understand what their math teacher asks.
  • Students from disadvantaged background are less likely to have access to more rigorous learning opportunities.All students, regardless of their family background, should have access to a high-quality education. But our analysis of student feedback found that students from disadvantaged backgrounds are less likely to have the same access to robust learning opportunities. Consider, for instance, that 74 percent of higher- income fourth-grade students report that they often or always understand what their science teacher is saying, compared with just 56 percent of lower-income fourth-grade students. Among middle school students, 80 percent of higher-income middle-school students report often or always understanding what teachers ask in math class. In contrast, just 70 percent of low-income students report often or always understanding their math teacher. Meanwhile, 66 percent of higher-income 12th-graders reported they often or always understand what their math teacher is saying, compared with 60 percent of low-income students.There are also racial gaps in some areas. For instance, in the fourth-grade 73 percent of white students and 72 percent of Asian and Pacific Islander students said that they clearly understand what their science teacher talks about. In contrast, only 56 percent of black; 54 percent of Hispanic; and 58 percent of Native American and Alaska Native students say they do. In middle school, 83 percent of Asian and Pacific Islander students and 79 percent of white eighth-grade students report that they clearly understand what their math teacher is saying. But only 67 percent of black students; 70 percent of Hispanic students; 69 percent of Native American and Alaska Native students report understanding their teacher.To be clear, there were not opportunity gaps in every area that we looked at. We examined disaggregated data for all of the relevant background questions and we reported the results only for questions in which there were significant gaps.

Our analysis leads us to the following recommendations:

  • Policymakers must continue to push for higher, more challenging standards. To ensure that all students are ready for the global economy, we need to expect more of our students and schools they attend. The Common Core standards are one way to help states and districts make progress on this issue, but far more needs to be done.
  • Students need more rigorous learning opportunities, and our nation needs to figure out ways to provide all students with the education that they deserve. Too many students report not being engaged in class. They don’t understand what their teachers are teaching them and they feel like they are not learning. Our nation can—and should—do more.
  • Researchers and educators should continue to develop student surveys. We hope this report launches additional research into the use of student surveys. Researchers such as Ronald Ferguson, senior lecturer in education and public policy and director of the Achievement Gap Initiative at Harvard University, have made significant advances which we describe below. But we need to know much more about these tools, and what they reveal about the student experience.

Over the past few years, many states have engaged in promising reforms that address the issues we raise in this report. But our findings suggest we need to do far more to improve the learning experience for all students. We hope that the interactive state-by-state maps available on our website—together with the findings and recommendations in the following pages—will inspire engagement with students’ perspectives in the search to find new and better ways to provide students with the knowledge and skills that they need to succeed.

This report was written together with Linsday Rosenthal. The full report is available at the Center for American Progress.