Education (also called learning, teaching or schooling) in the general sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another.

Etymologically, the word education is derived from the Latin ''ēducātiō'' (“a breeding, a bringing up, a rearing) from ''ēdūcō'' (“I educate, I train”) which is related to the homonym ''ēdūcō'' (“I lead forth, I take out; I raise up, I erect”) from ''ē-'' (“from, out of”) and ''dūcō (“I lead, I conduct”).

Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve. One of the most substantial uses in education is the use of technology. Classrooms of the 21st century contain interactive white boards, tablets, mp3 players, laptops, etc. Teachers are encouraged to embed these technological devices in the curriculum in order to enhance students learning and meet the needs of various types of learners.

A right to education has been created and recognized by some jurisdictions: Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.

Systems of formal education

Education is the process by which people learn:

Instruction refers to the facilitating of learning, by a tutor or teacher.

Teaching refers to the actions of an instructor to impart learning to the student.

Learning refers to those who are taught, with a view toward preparing them with specific knowledge, skills, or abilities that can be applied upon completion.

Preschool education

Primary education

Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as ''primary schools''. Primary schools in these countries are often subdivided into infant schools and junior school.

Secondary education

In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.

The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.

In Europe, the grammar school or academy existed from as early as the 16th century; public schools or fee-paying schools, or charitable educational foundations have an even longer history.

Higher education

Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the ''undergraduate'' level (sometimes referred to as tertiary education) and the ''graduate'' (or ''postgraduate'') level (sometimes referred to as graduate school). Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.

Adult education

Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary assisting, medical billing and coding, real estate license, bookkeeping and many more are now available to students through the Internet.

Alternative education

Alternative education, also known as ''non-traditional education'' or ''educational alternative'', is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.

Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools, independent schools, homeschooling and autodidacticism vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.

Indigenous education

Increasingly, the inclusion of indigenous models of education (methods and content) as an alternative within the scope of formal and non-formal education systems, has come to represent a significant factor contributing to the success of those members of indigenous communities who choose to access these systems, both as students/learners and as teachers/instructors.

Process

Curriculum

An academic discipline is a branch of knowledge which is formally taught, either at the university, or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.

Learning modalities

There has been work on learning styles over the last two decades. Dunn and Dunn focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli recommended varying teaching strategies. Howard Gardner identified individual talents or aptitudes in his Multiple Intelligences theories. Based on the works of Jung, the Myers-Briggs Type Indicator and Keirsey Temperament Sorter focused on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator follows a similar but more simplified approach. It is currently fashionable to divide education into different learning "modes". The learning modalities are probably the most common:

Visual: learning based on observation and seeing what is being learned.

Auditory: learning based on listening to instructions/information.

Kinesthetic: learning based on hands-on work and engaging in activities.

Although it is claimed that, depending on their preferred learning modality, different teaching techniques have different levels of effectiveness, recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."

A consequence of this theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as VAK are helpful, particularly as they can have a tendency to label children and therefore restrict learning.

Teaching

Teachers need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part of the teacher, new instructional strategies put the teacher more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. In any case, the goal is to establish a sound knowledge base and skill set on which students will be able to build as they are exposed to different life experiences. Good teachers can translate information, good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. Studies from the US suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. Recently, the term 'teaching' has also been applied to other areas that are not seen as traditional academic fields such as rock climbing, where previously 'training' or 'instructing' had been used.

Technology

Technology is an increasingly influential factor in education. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. One such tool are virtual manipulatives, which are an "interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge" (Moyer, Bolyard, & Spikell, 2002). In short, virtual manipulatives are dynamic visual/pictorial replicas of physical mathematical manipulatives, which have long been used to demonstrate and teach various mathematical concepts. Virtual manipulatives can be easily accessed on the Internet as stand-alone applets, allowing for easy access and use in a variety of educational settings. Emerging research into the effectiveness of virtual manipulatives as a teaching tool have yielded promising results, suggesting comparable, and in many cases superior overall concept-teaching effectiveness compared to standard teaching methods. Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions.

Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.” These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings. Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries. In addition to classroom application and growth of e-learning opportunities for knowledge attainment, educators involved in student affairs programming have recognized the increasing importance of computer usage with data generation for and about students. Motivation and retention counselors, along with faculty and administrators, can impact the potential academic success of students by provision of technology based experiences in the University setting.

The use of computers and the Internet is in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka. The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming. Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audio conferencing technologies.

The term "computer-assisted learning" (CAL) has been increasingly used to describe the use of technology in teaching.

Educational theory

Education theory is the theory of the purpose, application and interpretation of education and learning. Its history begins with classical Greek educationalists and sophists and includes, since the 18th century, pedagogy and andragogy. In the 20th century, "theory" has become an umbrella term for a variety of scholarly approaches to teaching, assessment and education law, most of which are informed by various academic fields, which can be seen in the below sections.

Economics

It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital". Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions and the role of cognitive skills.

At the individual level, there is a large literature, generally related back to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.

Economists Samuel Bowles and Herbert Gintis famously argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other.

History

The history of education according to Dieter Lenzen, president of the Freie Universit?�t Berlin 1994, "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc., formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC.The history of education is the history of man as since its the main occupation of man to pass knowledge, skills and attitude from one generation to the other so is education.

Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.

Philosophy

As an academic field, philosophy of education is a "the philosophical study of education and its problems...its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice.

Psychology

Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).

Sociology

The sociology of education is the study of how social institutions and forces affect educational processes and outcomes, and vice versa. By many, education is understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners may be motivated by aspirations for progress and betterment. Education is perceived as a place where children can develop according to their unique needs and potentialities. The purpose of education can be to develop every individual to their full potential. The understanding of the goals and means of educational socialization processes differs according to the sociological paradigm used.

Education in the Developing World

Universal primary education is one of the eight Millennium Development Goals and great improvements have been achieved in the past decade, yet a great deal remains to be done. Researchers at the Overseas Development Institute indicate the main obstacles to greater funding from donors include: donor priorities, aid architecture, and the lack of evidence and advocacy. Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal primary education in Africa. Furthermore, demand in the developing world for improved educational access is not as high as one would expect as governments avoid the recurrent costs involved and there is economic pressure on those parents who prefer their children making money in the short term over any long-term benefits of education. Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school. This has been found to be true, once the threshold has been breached, even if the potential economic value of the children's work has increased since their return to school.

But without capacity, there is no development. A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles:

national leadership and ownership should be the touchstone of any intervention;

strategies must be context relevant and context specific;

they should embrace an integrated set of complementary interventions, though implementation may need to proceed in steps;

partners should commit to a long-term investment in capacity development, while working towards some short-term achievements;

outside intervention should be conditional on an impact assessment of national capacities at various levels.

thumb|Russia has more academic graduates than any other country in Europe. (Note, chart does not include population statistics.) A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a high population density. In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.

Due to globalization, increased pressure on students in curricular activities

Removal of a certain percentage of students for improvisation of academics (usually practised in schools, after 10th grade)

India is now developing technologies that will skip land based phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by the OLPC foundation, a group out of MIT Media Lab and supported by several major corporations to develop a $100 laptop to deliver educational software. The laptops are widely available as of 2008. The laptops are sold at cost or given away based on donations. These will enable developing countries to give their children a digital education, and help close the digital divide across the world.

In Africa, NEPAD has launched an "e-school program" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. Private groups, like The Church of Jesus Christ of Latter-day Saints, are working to give more individuals opportunities to receive education in developing countries through such programs as the Perpetual Education Fund. An International Development Agency project called nabuur.com, started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.

In Brazil, education is improving (slowly). With the Education Minister Fernando Haddad, certain situations have changed, as the implementation of the New Enem, PROUNI, Fies, ENADE, SISU among other government programs important to the growth of education.

Internationalization

Education is becoming increasingly international. Not only are the materials becoming more influenced by the rich international environment, but exchanges among students at all levels are also playing an increasingly important role. In Europe, for example, the Socrates-Erasmus Program stimulates exchanges across European universities. Also, the Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalisation of education. Some scholars argue that, regardless of whether one system is considered better or worse than another, experiencing a different way of education can often be considered to be the most important, enriching element of an international learning experience.

See also

Academic dishonesty

Behavior modification

Bullying in academia

Bullying in teaching

Collaborative learning

Dropping out

Educational animation

Educational research

Indoctrination

Learning 2.0

Learning community

Lifelong education

Online learning community

Over-education

Remedial education

Residential education

Single-sex education

Synchronous learning

Taxonomy of Educational Objectives

Traditional knowledge

Tutoring

Virtual education

References

External links

Educational Resources from ''UCB Libraries GovPubs''

UNESCO Institute for Statistics: International comparable statistics on education systems

OECD education statistics

Planipolis: a portal on education plans and policies

IIEP Publications on Education Systems

An article on origin and history of education and challenges in education

Category:Knowledge sharing Category:Philosophy of education

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Name	Joel Klein
Office	New York City School Chancellor
Term start	August 19, 2002
Term end	January 1, 2011
Appointer	Michael Bloomberg
Predecessor	Harold O. Levy
Successor	Cathie Black
Birth date	October 25, 1946
Birth place	Brooklyn, New York
Nationality	United States
Party	Democratic
Spouse	Nicole Seligman
Alma mater	Harvard Law School (J.D.)Columbia University (B.A.)
Religion	Jewish
Signature	}}

Joel Irwin Klein (born October 25, 1946) was Chancellor of the New York City Department of Education, the largest public school system in the United States, serving more than 1.1 million students in more than 1,600 schools. He was succeeded by Cathie Black in January 2011.

Early life and education

Klein grew up in New York City and attended public schools, graduating from William Cullen Bryant High School in Queens in 1963. He attended Columbia University, graduating magna cum laude and Phi Beta Kappa. He received his law degree from Harvard Law School, again graduating magna cum laude, in 1971. He then clerked for Chief Judge David Bazelon on the United States Court of Appeals for the D.C. Circuit from 1973 until 1974, before then clerking for U.S. Supreme Court Justice Lewis Powell.

Career

In 1975, Klein joined the legal team of the Washington, D.C. non-profit Mental Health Law Project. The MHLP was an independent non-profit organization that brought class-action suits to establish rights for mentally and developmentally disabled clients. In that capacity, Klein developed a specialty in health care and constitutional matters. After working there for a year, he went into private practice, working for five years before founding his own law firm with several partners. In the 1990s Klein served in the White House Counsel's office under President Bill Clinton before being appointed to the United States Department of Justice. There he served as United States Assistant Attorney General in charge of the Antitrust Division. In this capacity, he was the lead prosecutor in the antitrust case ''United States v. Microsoft''. Prior to his appointment to Chancellor in 2002 by Mayor Michael Bloomberg, Klein was Counsel to Bertelsmann, an international media group.

Klein was rumored to be one of Barack Obama's candidates for Secretary of Education. Ultimately, the position went to the Chief Executive Officer of the Chicago Public Schools, Arne Duncan.

New York City School Chancellor

In 1998, before Klein became Chancellor, the New York City Board of Education transferred responsibility for school safety to the New York City Police Department. Klein has been criticized for not seeking to alter this arrangement or to curb the conduct of the Police Department's school safety agents in the face of allegations of abuse. Klein has praised the work of the school safety agents in contributing to a decrease in crime in the public schools.

On June 30, 2009, the New York State Senate declined to renew mayoral control. Mayoral control had allowed Mayor Bloomberg to have complete control of the school system. Mayoral control was restored that August with some revisions.

In 2005, Klein fired Columbia University professor Rashid Khalidi from the teacher training program, reportedly because of Khalidi's political views. After the controversial decision, Columbia University president Lee Bollinger spoke out on Khalidi's behalf, writing: "The department's decision to dismiss Professor Khalidi from the program was wrong and violates First Amendment principles.... The decision was based solely on his purported political views and was made without any consultation and apparently without any review of the facts." The program's creator Mark Willner stated that (Khalidi) "spoke on geography and demography," and that "There was nothing controversial, nothing political."

News Corporation

On November 9, 2010, Bloomberg announced that Klein would resign as chancellor and would take a position as an executive vice president for News Corporation. Klein's date of departure was not immediately clear but it was later announced that he would be gone at the end of the year. He was replaced by Cathie Black, chairman of Hearst Magazines and former president of ''USA Today'', on January 1, 2011.

On July 6, 2011, Rupert Murdoch, chairman of the News Corporation and the company's CEO, announced that Joel Klein would "provide important oversight and guidance" in the internal investigation of phone hacking at ''News of the World''. Klein took over the investigation, with fellow director Viet D. Dinh, from News International UK Chief Executive, Rebekah Brooks, whose own involvement in the phone hacking scandal made her unable to continue as an impartial investigator.

Charity work

Despite their opposing positions in the Justice Department antitrust case against Microsoft, Klein was able to work with the Gates Foundation to fund the creation of smaller schools in New York City. At the 43 small high schools funded by the Gates Foundation graduation rates are 73% compared to 53% at the schools they replaced.

Personal life

Klein is married to Nicole Seligman, General Counsel to Howard Stringer of Sony Corp. Seligman represented former President Bill Clinton during impeachment proceedings in the United States Senate.

References

External links

Profile at ''Bloomberg Businessweek''

Profile at ''Forbes'' with collected news

Column archive at ''The Atlantic''

Column archive at ''The Huffington Post''

Joel Klein collected news and commentary at ''The New York Daily News''

Speaker at the Aspen Ideas Festival 2011, videos

Press release:"Joel Klein Named Antitrust Deputy For Regulatory Affairs", February 23, 1995

"The Chancellor's Midterm Exam", ''New York'', October 23, 1995

America's Best Leaders: Joe Klein, October 22, 2006

Big business dominates educational planning, November 26, 2008

Bloomberg Taps Wealthy Media Exec to Replace Joel Klein as NYC School Chief - video report by ''Democracy Now!'', November 11, 2010

Category:1946 births Category:American Jews Category:American school superintendents Category:Columbia University alumni Category:Harvard Law School alumni Category:Law clerks of the Supreme Court of the United States Category:Living people Category:New York lawyers Category:New York City School Chancellors Category:Public education in New York City Category:United States Assistant Attorneys General

name	Michelle A. Rhee
birth date	December 25, 1969
birth place	Ann Arbor, Michigan
residence	Washington, D.C.
ethnicity	Korean
citizenship	United States
education	Public policy
alma mater	Cornell University (B.A.)Harvard University (M.P.P.)
home town	Toledo, Ohio
title	Former Chancellor, District of Columbia Public Schools
deputy	Kaya Henderson
term	June 2007 - October 2010
predecessor	Superintendent Clifford Janey
successor	Kaya Henderson (acting)
party	Democratic
spouse	Kevin Huffman (div. 2007)
Partner	Kevin Johnson (engaged)
children	Two daughters }}

Michelle A. Rhee (Korean: 이양희; ''I Yang-hui''; born December 25, 1969) is a public figure involved in the American education system. She was chancellor of the Washington, D.C. public schools from 2007 to 2010. In late 2010, she founded StudentsFirst, a non-profit, tax-exempt political advocacy organization which works on education reform issues such as ending teacher tenure.

She began her career by teaching for three years in an inner city school, then founded and ran The New Teacher Project, which in ten years recruited and trained more than 23,000 new teachers to work in urban schools.

Early life and education

Rhee was born in Ann Arbor, Michigan, the second of three children of South Korean immigrants Shang Rhee, a physician, and Inza Rhee, a clothing store owner. She was raised in the Toledo, Ohio area and educated in the public schools, through the sixth grade. Her parents then sent her to South Korea to attend school for one year. Upon her return, they enrolled her in a private school because they felt the public school was lacking.

Growing up, Rhee's father encouraged her to do community service. During her teenage years, she worked with children and spent a summer working on a Native American reservation.

She graduated from the private Maumee Valley Country Day School in 1988, and went on to Cornell University where she received a B.A. in government in 1992. She later earned a master's degree in public policy from Harvard University's John F. Kennedy School of Government.

Teaching

Inspired by a PBS special that she saw when she was a senior in college, Rhee signed up with Teach for America, went through their brief training period in how to teach, then worked for three years as a teacher in Baltimore, Maryland. She was assigned to one of the lowest-performing schools, in a neighborhood that reminded her parents of a war zone. She had difficulty controlling her classroom the first year. She has said the stress gave her hives, and that she once put small pieces of masking tape on the children's mouths so they would be quiet on the way to the lunchroom. Rhee told Washingtonian magazine that she was demoralized by her first year of teaching, but said to herself, "I’m not going to let eight-year-old kids run me out of town", and took more courses in education and received her teachers' certification. Rhee first year test scores showed a precipitous drop in her class: Average math percentile dropped from 64% to 17%. Average reading percentile dropped from 37% to 21%.

She told ''The New York Times'' that the students she taught her second and third years had national standardized test scores that were initially at the 13th percentile—but at the end of two years, the class was at grade level, with some students performing at the 90th percentile. Earlier she had said on her resume that 90 percent of her students had attained scores at the 90th percentile. In 2010, a retired math teacher unearthed test score data on Rhee's Baltimore school which indicated that her students' scores went up during the 2nd and 3rd years, but that the percentile gains were less than half what Rhee claimed: In Math her scores went from 22 percentile to 52 percentile, an average increase of 15 percentile annually. In Reading her scores went from 14 percentile to 48 percentile, an average increase of 17 percentile annually. Rhee claimed that the discrepancies between the official test scores and the ones she claimed on her resume were because her principal at the time had informed her of the gains but those results may not have been the official state tests that were preserved.

New Teacher Project

In 1997, Rhee founded and began serving as the CEO of The New Teacher Project, a non-profit which within ten years of its founding, had trained and supplied urban school districts with 23,000 mid-career professionals wanting to become classroom teachers. The Project has mainly served New York, Chicago, Miami and Philadelphia, Beginning in 2000, the Project began redesigning the D.C. school's recruitment and hiring processes.

Chancellor of D.C. public schools

In 2007 the D.C. board of education was stripped of its decision-making powers and turned into an advisory body, and the new office of chancellor was created—so that changes in the public school system could be made without waiting for the approval of an often argumentative board. Newly-elected D.C. Mayor Adrian Fenty quickly offered Rhee the job of chancellor; she accepted after being promised mayoral backing for whatever changes she wanted to make. Critics noted that Rhee had no experience running a school system, and had not even been a principal. She had been highly recommended to Fenty, however, by the chancellor of the New York public schools.

Rhee inherited a troubled system; there had been six school chiefs in the previous 10 years, students historically had below-average scores on standardized tests, and according to Rhee, only 8% of eighth graders were at grade level in mathematics. The D.C. schools were performing poorly despite having the advantage of the third highest spending per student in the US.

Upon taking office, Rhee immediately began to make a series of radical changes that relied on top-down accountability and results from standardized tests. She said there was no time to waste because children were being robbed of their futures. In her first year on the job, Rhee unapologetically closed 23 schools, fired 36 principals and cut approximately 121 office jobs. Stated reasons for the closings were under-enrollment and excess square footage. Following Rhee's announcement of some of the changes, D.C. Council members asked for more information about how the decisions had been made.

In February 2008, Rhee also announced a plan to add early-childhood programs, gifted and talented programs, art and music classes, and special education services to District schools.

In 2008, she also tried to renegotiate teacher compensation, offering teachers the choice of salaries of up to $140,000 based on what she termed "student achievement" with no tenure rights or earning much smaller pay raises with tenure rights retained. Teachers and the teachers union rejected the proposal, contesting that some form of tenure was necessary to protect against arbitrary, political, or wrongful termination of employment.

In 2010, Rhee and the unions agreed on a new contract that offered 20% pay raises and bonuses of $20,000 to $30,000 for "strong student achievement," in exchange for weakened teachers' seniority protections and the end of teacher tenure for one year. Under this new agreement, Rhee fired 241 teachers, the vast majority of whom received poor evaluations, and put 737 additional school employees on notice. Of the dismissed teachers, 76 were dismissed in accordance with the No Child Left Behind Act because they lacked proper teaching certification. 26 other teachers were dismissed because their students had continually received low scores on the District of Columbia Comprehensive Assessment System. Teachers were observed by administrators and outside professionals for five 30-minute sessions during the year, and the teachers' performance was rated during those sessions. Teachers who received fewer than 175 out of 400 points were deemed ineffective and were dismissed. Teachers who received between 175 and 249 points were deemed minimally effective and given a one-year warning to improve their performance.

Support and criticism

Michelle Rhee remains a highly controversial figure in the field of education due to her aggressive style of reform and what some believe to be anti-union sentiments. Another common criticism disputes her claim that she dramatically increased students' average scores from the 13th percentile to the 90th, a claim that could not be verified during her confirmation process for D.C. Schools Chancellor as the relevant Baltimore records could not be located. Rhee's actions have earned her applause from school reformers, as well as the scorn of teacher unions and community activists. Her supporters claim that under Rhee's chancellorship, student achievement in the D.C. Public Schools greatly improved. Since 2007, secondary schools have improved their standardized test pass rates by 14% in reading and 17% in math, while elementary school pass rates have improved 6% in reading and 15% in math. System-wide high school graduation rates also improved by 3%, up to 72% in 2009. By 2010, D.C. Comprehensive Assessment System reading pass rates had increased by 14 percentage points, and math pass rates had increased by 17 percentage points. Enrollment decreased by one percent, a slower decline than prior years. However, significant achievement gaps remained between students in high-performing and low-performing school districts, and between white and African American students. Education expert Diane Ravitch questioned the legitimacy of Rhee's results, alleging that "cheating, teaching to bad tests, institutionalized fraud, dumbing down of tests, and a narrowed curriculum" were the true outcomes of Rhee's tenure in D.C. schools.

Some parents and community leaders said that Rhee's speed left them without input on the changes. The District Council also criticized Rhee for being unresponsive to Council members' requests for information about school operations. From 2008 to 2010, Rhee's approval ratings decreased from 59% to 43%. 28% of African Americans supported Rhee in 2010, down from 50% in 2008.

Rhee fired several administrators and school principals, including Marta Guzman, the principal of the high-performing Oyster-Adams Bilingual Elementary School, which Rhee's own children attended. Some parents alleged that the firing process was neither transparent nor fair. According to the ''Washington Post'', "the departure has stunned many Oyster-Adams parents who wondered why, in a city filled with under-performing public schools, Rhee would sack a principal who has presided for the past five years over one of its few success stories. The move also heightened ethnic and class tensions within the school's diverse community. Eduardo Barada, co-chairman of the Oyster-Adams Community Council, the school's PTA, said Guzman was toppled by a cadre of dissatisfied and largely affluent Anglo parents with the ear of a woman who was both a fellow parent and the chancellor." Rhee also fired a principal she had hired seven weeks before in Shepherd Elementary—another high-performing school in the upper Northwest neighborhood.

Detractors also complained about Rhee's closing of several D.C. schools without holding public hearings, not reporting complete budget figures at recent D.C. council hearings, excluding parents from involvement (GAO report), hiring former supporters to conduct an evaluation of her performance in a show of conflict of interest, opposing student protests of her security policies, managing using authoritarian principles, and spending considerable time before the national media (Time, PBS, lecture circuit) instead of visiting schools.

Rhee and supporters responded that personnel decisions are based on the judgment of the chancellor and that closures and restructuring are necessary to effect reforms.

Referring to the 266 teachers she laid off, Rhee told a national business magazine: "I got rid of teachers who had hit children, who had had sex with children, who had missed 78 days of school. Why wouldn't we take those things into consideration?" At the time, she did not provide evidence of her accusations nor comment when asked why these accused teachers were allowed to be in the district prior to the dismissals. Union leadership asked Rhee to apologize to the 266 teachers for making remarks that were without basis in facts. Rhee refused to apologize, but clarified that only one teacher was dismissed due to sexual abuse allegations.

The Washington D.C. 2010 Mayoral Election was interpreted by political experts as a referendum on Rhee's unpopular tenure as school chancellor.

After D.C. schools

On December 6, 2010, Ms. Rhee went on the Oprah Winfrey show to announce that she had declined all job offers resulting from her high profile work as D.C. Chancellor and would be focusing on a new advocacy organization she had formed called Students First. She told Winfrey's audience she wanted to have one million members and raise one billion dollars in order to catalyze education reform in the United States. According to ''The New York Times'' abolishing teacher tenure is a main objective Rhee and the group. Within weeks of its founding, Rhee and Students First had advised the governors of Florida, Nevada and New Jersey on abolishing teacher tenure and other issues related to public education reform. In 2010-2011, Rhee served on the transition team of Florida Republican Governor Rick Scott.

She has also been a visible figure in the national media, appearing on television shows, radio programs, and the documentary film Waiting for Superman. In May 2011, Rhee spoke in favor of school choice alongside the Wisconsin Republican Governor Scott Walker at an event hosted by the American Federation for Children, a pro-school choice education organization founded and funded by Betsy DeVos.

Awards and recognition

Rhee has served on the advisory boards for the National Council on Teacher Quality, and the National Center for Alternative Certification. She was a special guest of First Lady Laura Bush at President George W. Bush's 2008 State of the Union address.

Personal life

While Rhee was teaching, she met Kevin Huffman who was also a member of Teach for America, and who later became head of public affairs of the organization. The couple married two years after they met, had two daughters, then divorced in 2007. The children attended the Oyster-Adams public elementary school, considered one of the best in Washington D.C. while Rhee was chancellor.

As of March 2010, Rhee was engaged to Kevin Johnson, mayor of Sacramento, California and former NBA player.

See also

Privatization

No Child Left Behind Act

Standardized test

Teaching to the test

Wendy Kopp

References

Further reading

External links

EAGTV video of speech given by Rhee, (7:53) on May 20, 2011

The New Teacher Project

Bio on National Council on Teacher Quality

"Michelle Rhee: 'You Can Change People's Hope'" National Public Radio, 2007-09-04

PBS NewsHour Investigative Report, Part 1: D.C. Schools Chief Rhee Faces High Expectations for System Reform

PBS NewsHour Investigative Report, Part 2: In Battle to Revamp D.C. Schools, Education Leader Faces Resistance

PBS NewsHour Investigative Report, Part 3: In Washington, D.C., Schools Chief Faces Tough Choices

C-SPAN Q&A;: Brian Lamb interviews Michelle Rhee

Category:1969 births Category:American educators Category:American people of Korean descent Category:American school administrators Category:American schoolteachers Category:Cornell University alumni Category:District of Columbia Public Schools Category:Founders of non-governmental organizations Category:John F. Kennedy School of Government alumni Category:Living people Category:Nonprofit executives Category:People from Ann Arbor, Michigan Category:People from Toledo, Ohio

ko:미셸 리

The Mayor of Cleveland is the chief executive of the city's government. In 1924, the mayor-council (strong mayor) form of government was replaced by a city manager plan. This was later reversed in 1931. Cleveland elections were partisan, but were made nonpartisan in 1977 under the mayoral administration of Ralph J. Perk. The term of office for the mayor and members of Cleveland City Council was traditionally two years, and was extended to four years in 1981.

Cleveland has had a total of 57 mayoral administrations, including the city's current mayor, Frank G. Jackson. Seven of these were nonconsecutive served terms by earlier mayors. Cleveland's official website lists 53 mayors; it does not count the second nonconsecutive terms of Joshua Mills, George B. Senter, and John H. Farley, and does not list Mayor Jackson. During the 2005 mayoral election, most media sources including ''The Plain Dealer'' and the city's major local news networks (WKYC, WEWS, WJW, and WOIO) all mistakenly referred to Jackson as Cleveland's 56th mayor.

19th century

{| class=wikitable |- | John W. Willey                             || 1836–1837                        || Democrat |- | Joshua Mills || 1838–1839 || Whig |- | Nicholas Dockstader || 1840 || Whig |- | John W. Allen || 1841 || Whig |- | Joshua Mills (second) || 1842 || Whig |- | Nelson Hayward || 1843 || Democrat |- | Samuel Starkweather || 1844–1845 || Democrat |- | George Hoadley || 1846 || Independent |- | Josiah A. Harris || 1847 || Whig |- | Lorenzo A. Kelsey || 1848 || Democrat |- | Flavel W. Bingham || 1849 || Republican |- | William Case || 1850–1851 || Republican |- | Abner C. Brownell || 1852–1854 || Democrat |- | William B. Castle || 1855–1856 || Whig |- | Samuel Starkweather (second) || 1857–1858 || Democrat |- | George B. Senter || 1859–1860 || Republican |- | Edward S. Flint || 1861–1862 || Democrat |- | Irvine U. Masters || 1863–1864 || Republican |- | George B. Senter (second) || 1864 || Republican |- | Herman M. Chapin || 1865–1866 || Independent |- | Stephen Buhrer || 1867–1870 || Democrat |- | Frederick W. Pelton || 1871–1872 || Republican |- | Charles A. Otis Sr. || 1873–1874 || Democrat |- | Nathan P. Payne || 1875–1876 || Democrat |- | William G. Rose || 1877–1878 || Republican |- | Rensselaer R. Herrick || 1879–1882 || Republican |- | John H. Farley || 1883–1884 || Democrat |- | George W. Gardner || 1885–1886 || Republican |- | Brenton D. Babcock || 1887–1888 || Democrat |- | George W. Gardner (second) || 1889–1890 || Republican |- | William G. Rose (second) || 1891–1892 || Republican |- | Robert Blee || 1893–1894 || Democrat |- | Robert E. McKisson || 1895–1898 || Republican |- | John H. Farley (second) || 1899–1900 || Democrat |}

Mayors of Ohio City

Prior to its annexation, Ohio City was a separate entity and fierce rival of Cleveland. The city had eleven mayors from 1836 to 1854. The political affiliations of these mayors are currently unknown, although William B. Castle became mayor of Cleveland as a Whig after Ohio City's incorporation.

{| class=wikitable |- | Josiah Barber                               || 1836 |- | Francis A. Burrows || 1837 |- | Norman C. Baldwin || 1838–1839 |- | Needham M. Standart || 1840–1841 |- | Francis A. Burrows (second) || 1842 |- | Richard Lord || 1843 |- | Daniel H. Lamb || 1844–1846 |- | David Griffith || 1847 |- | John Beverlin || 1848 |- | Thomas Burnham || 1849–1850 |- | Benjamin Sheldon || 1851–1852 |- | William B. Castle || 1853–1854 |}

20th century

{| class=wikitable |- | Tom L. Johnson || 1901–1909                        || Democrat |- | Herman C. Baehr || 1910–1911 || Republican |- | Newton D. Baker || 1912–1915 || Democrat |- | Harry L. Davis || 1916–1919 || Republican |- | William S. Fitzgerald || 1920–1921 || Republican |- | Frederick Kohler || 1922–1923 || Republican |- | William R. Hopkins (city manager) || 1924–1929 || Republican |- | Daniel E. Morgan (city manager) || 1930–1931 || Republican |- | Raymond T. Miller || 1932–1933 || Democrat |- | Harry L. Davis (second) || 1934–1935 || Republican |- | Harold H. Burton || 1936–1940 || Republican |- | Edward J. Blythin || 1941 || Republican |- | Frank J. Lausche || 1942–1945 || Democrat |- | Thomas A. Burke || 1946–1953 || Democrat |- | Anthony J. Celebrezze || 1954–1961 || Democrat |- | Ralph S. Locher || 1962–1967 || Democrat |- | Carl B. Stokes || 1968–1971 || Democrat |- | Ralph J. Perk || 1972–1977 || Republican |- | Dennis J. Kucinich || 1977–1979 || Democrat |- | George V. Voinovich || 1980–1989 || Republican |- | Michael R. White || 1990–2001 || Democrat |}

21st century

{| class=wikitable |- | Jane L. Campbell                          || January 7, 2002 – January 2, 2006                        || Democrat |- | Frank G. Jackson || January 2, 2006–Present || Democrat |}

See also

List of Cleveland politicians

List of Ohio politicians

References

''The Encyclopedia Of Cleveland History'' by Cleveland Bicentennial Commission (Cleveland, Ohio), David D. Van Tassel (Editor), and John J. Grabowski (Editor) ISBN 0-253-33056-4

''Cleveland: A Concise History, 1796–1996'' by Carol Poh Miller and Robert Anthony Wheeler ISBN 0-253-21147-6

''Seven Making History: A Mayoral Retrospective'' by The League of Women Voters of Cleveland

External links

City of Cleveland: Office of the Mayor

Category:Government of Cleveland, Ohio Cleveland, Ohio Mayors Category:Lists of people from Ohio

name	Marty Meehan
birth date	December 30, 1956
birth place	Lowell, Massachusetts
state	Massachusetts
district	5th
term start	January 3, 1993
term end	July 1, 2007
preceded	Chester Atkins
succeeded	Niki Tsongas
Order2	2nd Chancellor of the University of Massachusetts Lowell
Term start3	July 2, 2007
Predecessor3	William Hogan
party	Democrat
spouse	Ellen Meehan
alma mater	University of Lowell (B.S.)Suffolk University (M.P.A./J.D.)
occupation	Attorney
residence	Lowell, Massachusetts }}

Martin Thomas "Marty" Meehan (born December 30, 1956) is an American attorney and politician from the state of Massachusetts. He is the current Chancellor of the University of Massachusetts Lowell, a position he assumed on July 1, 2007. A Democrat, Meehan served in the United States House of Representatives from 1993 to 2007 as the representative for Massachusetts's 5th congressional district.

Personal life and education

Meehan was born in Lowell, Massachusetts, the eldest of three sons and four daughters born to Martin T. Meehan (d. 2000), a compositor for ''The Lowell Sun'', and Alice (Britton) Meehan (d. 2008). He attended public schools in Lowell, graduating from Lowell High School in 1974. Meehan attended the University of Lowell, graduating in 1978 with a Bachelor of Science degree in education and political science. Meehan went on to earn a Master of Public Administration degree from Suffolk University in 1981 and a Juris Doctor from the Suffolk University Law School in 1986. He has been married to Ellen T. Murphy, the former vice president at Lawrence General Hospital, since 1996, and they have two children together: Daniel Martin and Robert Francis. Meehan also served on the Board of Trustees for Suffolk University.

Political career

Interspersed with his post-college studies, Meehan held a number of political positions. From 1978 to 1979 Meehan served on the staff to the mayor of Lowell. He was the press assistant to Representative James Shannon from 1979 to 1981 and the head research analyst for the Massachusetts Senate's joint committee on election laws from 1981 to 1984.

After completing his law degree, Meehan served as director of public affairs to the Massachusetts Secretary of the Commonwealth and Deputy Secretary of State for Securities and Corporations from 1986 to 1990. From 1987 to 1988, Meehan was a member of the faculty of the University of Lowell and Harvard Law School. From 1991 to 1992, Meehan was the First Assistant District Attorney for Middlesex County.

Meehan ran for the U.S. House in the 1992 election and was elected on November 3, 1992. He took office in January 1993. Meehan is generally considered to be a political liberal. Meehan is a prominent advocate for campaign finance reform and was one of the major sponsors of Bipartisan Campaign Reform Act (called the "Shays-Meehan Bill" in the House and the "McCain-Feingold Bill" in the Senate). He has also been noted for his activism on gay rights issues; for example, Meehan is the chief sponsor of the measure repealing the don't ask, don't tell policy.

On October 10, 2002, Marty Meehan was among the 81 House Democrats who voted in favor of authorizing the invasion of Iraq.

Meehan's campaign fund is among the largest campaign accounts of any House member, with $4,829,540 cash on hand reported on October 15, 2005. This is the result of raising more money than he spent in several campaigns since his first in 1992.

In the 2004 Congressional race, Meehan raised $3,170,733 and spent $459,977 of that, thus adding $2,710,756 to his cash on hand. His opponent, Tom Tierney raised $30,943 and spent $30,406. Overall, in the 2004 race, incumbents in the House of Representatives on average raised $1,122,505 compared to $192,964 for their challengers.

Meehan was mentioned as a possible candidate for the U.S. Senate in 2004, if Massachusetts' junior senator, John Kerry, had been elected to the presidency.

Before leaving office, Meehan worked with former Marine Staff Sgt. Eric Alva and a bipartisan group of representatives to Capitol Hill to reintroduce the Military Readiness Enhancement Act, legislation that would repeal the Pentagon's "don't ask, don't tell" policy regarding gay service members.

Controversies

Term limits

Meehan successfully ran for the House in 1992 on a platform of reform, including a commitment to pushing through term limits for members of the House. As part of that platform, Meehan made a pledge not to serve more than four terms. On the House floor in 1995 he scolded members who might go back on their promise to limit their tenure in office. "The best test of any politicians' credibility on term limits," he said, "is whether they are willing to put their careers where their mouths are and limit their own service." Despite his pledge, Meehan again ran for Congress in the year 2000, exceeding four terms.

Post 9/11 criticism of President Bush

Meehan came under intense criticism in the days following the terrorist attacks on September 11, 2001, when the ''Boston Herald'' reported that he criticized President Bush for not returning to Washington, D.C., sooner than he did after the attacks. Meehan was quoted as saying "I don't buy the notion Air Force One was a target ... That's just PR. That's just spin.". Following that incident, Lowell police posted a guard outside Meehan's congressional district office after receiving reports of threatening phone calls. Meehan later recanted his views and said that he believed at that time that Bush had done "an excellent job."

Wikipedia editing

An unidentified individual operating through the U.S. House of Representatives' internet connection made several favorable edits as well as removing statements declaring Meehan's original campaign platform that included a promise not to run for more than four terms. Meehan's chief of staff at the time, Matt Vogel, admitted to the press that he oversaw the edits and removal of the section that pointed out Meehan's decision not to step down from office after four terms.

Former committee assignments and caucus memberships

{|style="width:100%" |

Former committee assignments

House Committee on Armed Services

*Subcommittee on Military Personnel

*Oversight and Investigations (Former Chairman)

House Committee on the Judiciary

*Subcommittee on Crime, Terrorism, and Homeland Security

*Subcommittee on Commercial and Administrative Law

*Subcommittee on Courts, the Internet, and Intellectual Property

*Subcommittee on Immigration, Border Security, and Claims

|

Former congressional caucuses

Congressional Biomedical Research Caucus

Congressional Caucus on Armenian Issues

Congressional Fire Services Caucus

Congressional Human Rights Caucus

Congressional Manufacturing Task Force (founder)

Congressional Task Force on Tobacco and Health (co-chair)

Minor League Baseball Caucus

National Guard & Reserve Components Congressional Members Organization

Northeast-Midwest Congressional Coalition (co-chair)

Sustainable Development Caucus (co-chair)

|}

Retirement from Congress

On March 14, 2007, Meehan was named Chancellor of the University of Massachusetts Lowell. On May 9, 2007, Meehan delivered an official resignation statement to the Speaker of the House, Rep. Nancy Pelosi (D-CA), indicating that he would leave his post on July 1 of the same year. In response, Gov. Deval Patrick (D-MA) announced a September 4 primary and an October 16 special election to determine Meehan's successor. That successor is Niki Tsongas, the widow of Paul Tsongas, one of Meehan's predecessors.

Potential Senate candidate

Meehan has been mentioned as a potential candidate to succeed Ted Kennedy in the United States Senate. In a letter to staff and students at the University of Massachusetts Lowell, he stated,

"After careful consideration and many conversations with my family and close supporters, I have decided not to run for the U.S. Senate at this time. While I am not ruling out the possibility of seeking public office in the future, I am fortunate to be leading a remarkable university that I love, and I just don’t want to walk away."

References

External links

Chancellor Marty Meehan, official UMass Lowell site

SourceWatch Congresspedia — Marty Meehan profile

Congress 'made Wikipedia changes' Matthew Davis, ''BBC News'', 2006-02-09

Category:1956 births Category:Living people Category:American people of Irish descent Category:University of Massachusetts Lowell alumni Category:Suffolk University alumni Category:Suffolk University Law School alumni Category:Harvard Law School faculty Category:Members of the United States House of Representatives from Massachusetts Category:Massachusetts Democrats Category:Chancellors of the University of Massachusetts Lowell Category:Wikipedia as a media topic Category:People from Lowell, Massachusetts

de:Marty Meehan es:Marty Meehan sv:Marty Meehan