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January 27, 2011 |
Click here to read printable version |
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"The President was on target in making clear the connection between a quality public education and a sound economy, and in underscoring the importance of staying in school, especially for poor kids. As he said in his address, we know that living wage jobs for kids without high school diplomas no longer exist as they once did. Furthermore, a good education is necessary for full participation as a citizen in our democracy." -- Wendy D. Puriefoy, president of the Public Education Network.
Read more: http://publiceducation.org/20120127_NewsBlast.pdf |
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| Conspicuous omissions |
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The education sections of the president's State of the Union address were "long on platitudes and short on honest talk about the difficulties of implementing school reform," Dana Goldstein writes in The Nation. She found especially odd the proposal that dropping out of high school before the age of 18 be rendered illegal. In the main, the Obama administration has focused on management reform in failing schools by turning them over to charter-school chains or replacing principals and teaching staffs. But we can't really address the drop-out crisis without making school more engaging for low-income teenagers, whether or not they plan to attend a four-year college, in Goldstein's view: "This means dealing head-on with curriculum, not just tinkering with how teachers are hired and fired, and by whom." And while the president called for an end to teacher-bashing, he failed to signal whether his administration still supports use of multiple-choice test scores to assess teachers. Test-based accountability is ill-matched with "creative, passionate" teaching, which the president says he wants to encourage. Teachers so worried about raising test scores that they teach-to-the-test or cheat are hard-pressed to be creative and passionate. The president also made no mention of NCLB, nor did he call on Congress to reauthorize the embattled ESEA. The address is also the first State of the Union in which President Obama did not mention early childhood education.
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| Closer than you think |
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Reviling teacher unions is now "virtually required for membership in the affluent, competitive classes," regardless of political leaning, writes Ginia Bellafante in The New York Times. New York Gov. Andrew Cuomo and New York City Mayor Michael Bloomberg have aggressively pushed for a more rigorous teacher evaluation process by deploying "a rhetoric of enmity." What is lost in the combativeness is that the city, state, and related unions basically agree how classroom evaluations ought to be held, and what constitutes sound teaching, Bellafante says. The new assessment protocols are not stymied by vast differences in philosophy, but nagging disagreements over bureaucratic implementation. A great deal of consensus lies around the ideas of Charlotte Danielson, who 16 years ago created a method for evaluating teachers that judges them according to four domains, each with numerous categories and subcategories: the quality of questions and discussion techniques; a knowledge of students' special needs; the expectations set for learning and achievement; and the teacher's involvement in professional development activities. The intensity around evaluation reform also sidesteps something crucial, in Bellafante's view: We can't attract the best and the brightest teachers without drastically changing the status of the profession. Higher pay is helpful, but making teaching appealing -- "hot," even -- is paramount.
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| A policy in need of turnaround |
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In a commentary in Education Week, Alan Blankstein and Pedro Noguera lament the approach to school turnarounds prescribed by the U.S. Department of Education, which they call well intentioned but misguided. Knowledge about how to transform struggling schools already exists, they write, drawn from the small but significant number of failing schools that have become successes. Firing staff members or rewarding them based on performance assumes schools fail because the staff is lazy or uninterested in improving. The reality is more complicated. It makes more sense to carefully assess staff strengths and weaknesses, identifying who should be removed versus who can be improved through professional development. Additionally, schools with a record of failure typically exhibit signs of dysfunction. Eliminating these requires a transformation of school culture. This is accomplished through development of internal accountability, shared vision, buy-in around clear goals and procedures, and the development of community. The authors list several key actions: the idea that things will change for the better is conveyed in clear terms; internal dynamics of a school are assessed; credibility and the climate for success are built through early achievements; a new vision of what's possible is created; students are listened to and engaged with; a deliberate strategy for improving instruction is mapped; problem-solving becomes the norm; measurable goals are established; partnerships are built with stakeholders; and communication and collaboration with other schools is sustained.
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| Nonprofit CMOs, by the numbers |
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An update to Mathematica's report on Charter Management Organizations (CMOs) examines the relationship between practices of individual CMOs and their effects on student achievement. CMOs in the study had at least four schools open by fall 2007, were nonprofit since inception, did not primarily serve dropouts or similar special populations, and directly managed schools (could hire and fire principals). The authors found that some -- but not all -- CMOs substantially boost high school graduation rates and enrollment in postsecondary education. A CMOs' impact on test scores was typically consistent across schools, suggesting many CMOs are successfully promoting uniformity, either positive or negative. The updated analysis also shows that impacts on high school graduation and college enrollment do not always align with test-score impacts. Certain CMOs have implemented policies, programs, and procedures that allow them to systematically outperform other CMOs. Those with positive impacts emphasize two practices: student behavior policies and intensive teacher coaching and monitoring. An additional report in March 2012 will describe promising practices in more detail. Although data on graduation- and college-enrollment impacts were available for only a few CMOS, the study highlights the need for more research on how CMOs affect these and other long-term outcomes, such as civic behavior, earnings, and completion of postsecondary education.
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| Any way you slice it |
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In a post on the Shanker Blog, Matthew Di Carlo professes respect for Michelle Rhee's indomitability, but finds "disturbing" the way "she continues to try to build her reputation and advance her goals based on interpretations of testing results that are insulting to the public's intelligence." Rhee's recent op-ed in The New York Daily News offered test results during her D.C. tenure as evidence her policy preferences work. She praised Mayor Bloomberg's teacher bonus plan, then pointed to D.C. student gains stemming from her own merit pay plan. Yet these results were not "gains," but cohort changes, influenced by demographic change in the district, Di Carlo points out. In addition, DCPS releases proficiency rates for its state test, not scores, meaning actual performance of the typical student is obscured. And sound analysis rejects the notion that effectiveness of a particular policy intervention is evident from changes in raw test scores immediately following its implementation. All this aside, DCPS's NAEP scores and state test proficiency rates increased between 2007 and 2009. Yet Michelle Rhee's performance pay plan awarded its first bonuses for results in 2009-10. Since that time, DCPS performance on both tests has been flat, and the graduation rate is essentially unchanged. Therefore, Di Carlo writes, according to the (flawed) standards by which Rhee judges policy effect, her performance bonus program has not worked.
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| Capacity and reality |
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The 12 winners of the Race to the Top (RttT) competition have experienced near-universal challenges in converting their proposals into reality, according to Michele McNeil in Education Week. Reports last week by the U.S. Department of Education indicate where states and the District of Columbia are hitting their RttT targets and where they're falling short. Many have been hamstrung by limited state capacity to execute fast, dramatic change and by deeply rooted teacher-evaluation systems that are hard to transform. Even states viewed as making headway -- Maryland, Massachusetts, and Ohio -- have had setbacks in finding high-quality staff members and contractors to oversee implementation of common academic standards and construction of more sophisticated data systems. Florida, Hawaii, and New York have experienced major problems in finding people and companies to oversee and implement the work, or in New York's case, communicate with 715 participating districts -- the most of any RttT state. Every state has been hampered by significant budget cuts to state departments of education. Complicating matters have been high-level leadership changes in Florida, Georgia, Hawaii, Ohio, and Tennessee, which now have either a different governor or chief state school officer -- or both -- since the grants were awarded.
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| Change ahead for SPED? |
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A Stateline analysis of federal data shows percentage of students in special education varies widely among states. Rhode Island is highest at 18 percent, while Texas, at 9 percent, is lowest. Across all states, the average is 13 percent, with two-thirds above that number. These differences have major financial implications. Overall funding for special education has remained mostly intact during the recession, but looming federal cuts could strain state and local resources. Already, several states have sought federal exemptions to cut special education support. Schools have broad discretion in identifying special education students within federal guidelines, although incorrectly placing students in special education is against the Individuals with Disabilities Education Act. This law also requires that special education students, to the extent possible, be placed in traditional classes -- but this is interpreted differently throughout the country. Stephen Frank of Education Resource Strategies says over-identification of special education students is a major inefficient practice in public education. He advocates larger classes, co-taught by general and special education teachers, or specialists coming to traditional classes rather than special ed students sent out of class for help. Districts should also encourage traditional teachers to get cross-certified in lieu of additional special education teachers. Many states are aiming to prevent over-identification by assessing all students at an early age. Students lagging behind are given additional support before special education services are required.
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| A different pace |
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The biggest difference between Redmond Proficiency Academy in Oregon and other high schools in the state rests in its proficiency-based approach, which measures what students know instead of how much time they spend in class, reports The Statesman-Journal. Students earn grades based on hitting a set of skills or standards identified by the state for that class. "Students know targets ahead of time, so they can move quickly through content if they want," said Michael Bremont, executive director of the school. "Or they can take more time if they need it. That way students tailor the class to their own pace whether they're a [Gifted and Talented] student or a student with special needs." In the last four years, proficiency-based education has gained support in Oregon. A pilot project in 2009 concluded it heightens teaching effectiveness and has potential to elevate student performance. In 2011, the Oregon Legislature approved a bill to transition schools to proficiency-based assessments. Gov. John Kitzhaber has also created a team to develop an Outcome-Based Budgeting and Proficiency-Based Teaching and Learning Framework. At this point, Redmond is the only high school in Oregon where all subjects are taught and graded based on proficiency. The school met its state assessment targets last year, with a dropout rate half the average of the rest of the state, even with 70 percent of students qualifying for free or reduced lunch.
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More gubernatorial muscle-flexing
Virginia Gov. Robert F. McDonnell has unveiled a set of education reform proposals that include revamping teacher tenure, allowing school boards to set their own calendars, requiring students to take one online course to graduate, and expanding literacy intervention services.
http://tinyurl.com/7wfqckk
Hanging in the balance
The fate of Hawaii's $75 million Race to the Top grant remains uncertain after teachers turned down a proposed contract that would have removed a major stumbling block in delivering promised reforms.
http://www.therepublic.com/view/story/21abfb2d643a4910aeab3f4652a4879f/HI--Teachers-Contract/
Because this worked so well with NCLB
Oregon Gov. John Kitzhaber and his education team want the state legislature to require every school district and community college to sign a yearly "achievement compact" spelling out key results it will try to deliver.
http://www.oregonlive.com/education/index.ssf/2012/01/governor_proposes_consequence-.html
Heard it through the Grapevine
An annual study finds that state appropriations for colleges and students sunk by 7.6 percent in 2011-12, the largest such decline in at least a half century.
http://www.insidehighered.com/news/2012/01/23/state-funds-higher-education-fell-76-2011-12
Bridge-building
A new publication You Can't Do It Alone gives school leaders tips on what they can do to more successfully engage stakeholders in areas such as reforming teacher evaluation, turning around low-performing schools, and building support for world-class standards.
https://rowman.com/ISBN/9781610483001
Hope there's no grade inflation
Florida's high schools increased in number and percent of schools achieving high marks for the 2010-11 school year, according to results released by the Florida Department of Education.
http://www.fldoe.org/news/2012/2012_01_04.asp
Wisconsin seeks relief
In a document offering a road map for how the state intends to reshape the way progress is measured in Wisconsin's public schools, the state Department of Public Instruction has posted a draft proposal seeking relief from mandates of NCLB.
http://www.jsonline.com/news/education/state-posts-proposal-for-education-waiver-p33tqcg-137937143.html
The Chicago Way
The Chicago Teachers Union has submitted a list of demands to the Chicago Public Schools as they and district administrators embark on what is likely to become months of grueling contract negotiations.
http://www.chicagotribune.com/news/education/ct-met-cps-ctu-contract-20120122,0,3190653.story
Keeping things regular
The Obama administration is creating a manual showing how schools can fight teacher-led cheating on standardized tests, asking educators to help stomp out "testing irregularities."
http://www.usatoday.com/news/education/story/2012-01-19/teacher-testing-cheating/52683838/1
Ill-gotten
Georgia officials say the school district in Atlanta has agreed to repay more than $363,000 in federal money the district won by teachers and administrators cheating.
http://www.huffingtonpost.com/2012/01/20/apnewsbreak-atlanta-to-re_n_1219187.html?ref=education-reform |
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| NEW GRANT AND FUNDING INFORMATION |
Bezos Family Foundation: Bezos Scholars Program at the Aspen Institute
The Bezos Scholars Program at the Aspen Institute seeks students who are independent thinkers, demonstrated leaders, and engaged community members. Participants meet one another and engage in seminars and informal meetings with the international leaders, acclaimed thinkers, and creative artists who participate in the annual Aspen Ideas Festival. Following attendance at the Aspen Ideas Festival, the student/educator scholar teams will return home and create Local Ideas Festivals in their schools. Maximum award: participation in the Aspen Ideas Festival, June 26 - July 2, 2012. Eligibility: applicants' schools must be public high schools (including charter and magnet schools) where at least 25 percent of students are eligible for the free/reduced lunch program. Potential scholars must be legal U.S. Citizens or Permanent Residents in their junior year with a GPA of 3.5 or higher and be taking Advanced Placement or International Baccalaureate classes. Scholar applicants should demonstrates leadership in school and community and have scored exceptionally well on PSAT/SAT/or ACT. Deadline: February 2, 2012.
http://www.bezosfamilyfoundation.org/scholars/
Pulse of the Planet: Kid's Science Challenge
The Kid's Science Challenge is a chance for students to submit an idea, question, or problem for a participating scientist to solve. Maximum award: roundtrip airfare for the winner and his/her parent or legal guardian from a major airport nearest the winner home, hotel accommodations, and select events/sightseeing and meals, to visit the scientist who participated in his or her winning entry. Eligibility: all legal U.S. residents who are students enrolled in 3rd through 6th grade at a public, private, parochial, or home school located in one of the 50 states, the District of Columbia, or any of the U.S. territories and commonwealths, except in Puerto Rico. Deadline: February 28, 2012.
http://www.kidsciencechallenge.com/#/home
NABT: BioClub Student Award
The National Association of Biology Teachers BioClub Student Award recognizes outstanding student members of a NABT BioClub. The award is a great way to recognize that exceptional student who inspires you to be an even better biology teacher. Maximum award: a textbook scholarship from Carolina Biological Supply Company and an award plaque. Eligibility: any graduating senior who is a member of an NABT BioClub chapter and has been accepted to a two- or four-year college/university. Deadline: March 15, 2012.
http://www.nabt.org/websites/institution/index.php?p=132#award2
McCarthey Dressman Education Foundation: Academic Enrichment Grants
The McCarthey Dressman Education Foundation offers Academic Enrichment Grants designed to develop in-class and extra-curricular programs that improve student learning. The foundation considers proposals that foster understanding, deepen students' knowledge, and provide opportunities to expand awareness of the world around them. Maximum award: $10,000 per year for three years. Eligibility: educators employed by schools or non-profit organizations with the background and experience to complete the project successfully and who have direct and regular contact with students in grades pre-k to 12 from low-income households.
Deadline: April 15, 2012.
http://www.mccartheydressman.org/academic.html
For more grants, see http://www.publiceducation.org/newsblast_grants.asp
"Teachers matter. So instead of bashing them, or defending the status quo, let's offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren't helping kids learn. That's a bargain worth making." - President Obama in his State of the Union address.
http://blogs.edweek.org/edweek/campaign-k-12/2012/01/sotu_background.html
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