Flypaper

Sean Lynch

Upon reading Michael J. Petrilli’s recent article, “Kid, I’m Sorry, but You’re Just Not College Material,” I was encouraged to see a major publication shining light on some of the many benefits that career and technical education (CTE) has to offer. Petrilli’s facts are absolutely correct: CTE programs open doors to new career-exploration opportunities, lower high-school dropout rates, and can engage at-risk students with interesting curriculum.

However, there is a key point that my colleagues at the Association for Career and Technical Education and I feel is important to emphasize in this discussion: CTE is a component of academically challenging, rigorous education for all students, be they high fliers or at risk. It’s important to balance our attention between acknowledging CTE’s benefits in engaging struggling students with their coursework and ensuring that every student has the knowledge and skills needed for success in both college and careers.

Students should work with their mentors at home and in school to identify their ideal career path and obtain the education they will need to succeed, regardless of their socioeconomic backgrounds. School counselors play a crucial role here by building bridges between students and an education that prepares them for the career they want—and oftentimes, those are in-demand careers in CTE related fields that provide respected, high-wage positions. And it’s certainly not a choice between attending a four-year college or participating in CTE, because the majority of students who explore CTE programs...

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Every state in America would benefit from something like this—an honest appraisal of the present condition of its K–12 education combined with a bold, even arresting vision of how it should change over the next two decades.

The Massachusetts Business Alliance for Education was born in response to A Nation at Risk and, with a foreword-looking 1991 report, pointed the way toward the Bay State's much-praised education-reform act two years later.

What happened thereafter is widely known: with an entire suite of reforms in place (centered, I believe, on strong academic standards, a steadfast high-stakes assessment system, more rigorous requirements for teachers, and one of the country's better—though small—charter-school programs), the “Massachusetts Miracle” propelled that state to a level of educational performance that rivaled leading nations elsewhere on the globe.

The past few years, however, have seen some stagnation and backsliding on the ed-reform front in the Bay State, and the MBAE recognized that the time has come for a new kick in the pants. So they engaged Sir Michael Barber and his Brightlines colleague Simon Day to prepare a status report and road map to the future.

The result is now out, all 120 pages of it, and even a jaded report reader might fairly term it thrilling. It acknowledges the stagnation problem and depicts six gaps as the main challenges facing Massachusetts. To wit, the employability gap (a.k.a. the dearth of needed...

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There’s a lot of talk about accountability in education today; schools are held accountable, teachers are increasingly held accountable. But what about education PR firms?

Consider the “case of the bad apples.” Last week, the Discipline Disparities Research-to-Practice Collaborative, a twenty-six-person group based at Indiana University, released a research briefing that summarized sixteen studies presented at a recent conference. The quality of the briefing was basically fine, but the press release that went with it jumped the shark. (See it here.) News outlets such as Politico Pro and the Huffington Post then picked up its content.

The press release boldly states, “There is no evidence to support the premise that ‘bad kids’ should be removed from the classroom in order to ensure that ‘good kids’ can learn.”

This caught our attention at Fordham, for not only does this claim fly in the face of common sense (and every teachers’ experience, ever), it simply isn’t true. As Education Next pointed out, a quick look surfaces these two studies demonstrating the opposite. And they are surely the tip of the iceberg.

The mystery is why the press release made this claim in the first place (beyond the obvious answer: to throw some click-bait to reporters). The report is about racial disparities in school discipline, not about the impact of suspensions on the peers of disruptive students. So what happened? The sixteen-page research briefing does briefly mention the issue:

Schools that reduce...

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It’s an article of faith in the school-reform community that we should be striving to prepare all students for success in college—if not a four-year degree, then some other recognized and reputable post-secondary credential. The rationale is clear and generally compelling; as a recent Pew study reiterated, people who graduate from college earn significantly more than those who do not. Other research indicates that low-income students in particular benefit from college completion, becoming nearly three times more likely to make it into the middle class than their peers who earn some (or no) college credits. And it’s not just about money: College graduates are also healthier, more involved in their communities, and happier in their jobs.

Thus, in the reformers’ bible, the greatest sin is to look a student in the eye and say, “Kid, I’m sorry, but you’re just not college material.”

But what if such a cautionary sermon is exactly what some teenagers need? What if encouraging students to take a shot at the college track—despite very long odds of crossing its finish line—does them more harm than good? What if our own hyper-credentialed life experiences and ideologies are blinding us to alternative pathways to the middle class—including some that might be a lot more viable for a great many young people? What if we should be following the lead of countries like Germany and Singapore, where “tracking” isn’t a dirty word but a common-sense way to prepare teenagers...

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Today, the U.S Department of Education released Year-Three reports on the 12 states that won funding via Race to the Top’s first two competitions. Here are the five things that jumped out at me.

1.   Common Core implementation, front and center

While politicians and talking heads have been warring over the new standards, these states have been neck-deep in implementation. States are approaching implementation differently—some focusing on training, while others are producing model units and lesson plans—but all of them seem to have kept their eye on this ball.

2.   Will the training work?

A number of states placed huge bets on professional development, spending enormous sums to train their teachers and school leaders. In a few cases, states have served tens of thousands of educators; Florida’s report claims 134,000 educators attended their training sessions. Given the not-so-encouraging research on the efficacy of professional development, we have to wonder if this money was well spent. But as one state leader told me, “We had to take a chance on PD…how else were we going to get our teachers ready for new standards and assessments?”

3.   Teacher-evaluation troubles

Many of the reports highlight the challenges these states face in faithfully implementing the teacher-evaluation promises they made in their applications. This includes not producing growth scores on time, having trouble differentiating teachers as expected, and more. Georgia is probably in the worst shape on this front—it may lose funding because it hasn’t developed the compensation system it promised, and it...

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Late last year, the U.S. Department of Education’s independent research arm, the Institute of Education Sciences (IES), released a preliminary but highly informative report on the School Improvement Grant program (SIG).  Its findings help explain why the program is failing so badly and foreshadow IES’s much-anticipated comprehensive analysis of this multi-billion dollar program.

This report focuses on inputs, three “levers” for school improvement: school-level operational authority; state and district support; and state monitoring. Its findings are based on a survey and interviews of school, district, and state administrators.

The most notable finding is that there is very little difference between the goings-on of SIG schools and similarly low-performing schools that didn’t receive SIG funding. SIG schools were marginally more likely than non-SIG schools to have authority over professional development and the length of the school day, but there were no statistically significant differences in other areas. Moreover, in most areas studied (such as student discipline and curriculum), the majority of SIG and non-SIG schools both reported that they lacked primary authority.

Similarly, SIG and non-SIG schools reported receiving generally the same types of district and state supports.

The report is careful to point out that the sample studied was not randomly selected, meaning these results don’t necessarily reflect SIG as a whole.

But when you consider these findings alongside the state-level implementation findings and the dismal student-achievement results released so far, the picture comes into focus: SIG was a terribly...

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Here are some of the best edu-reads I’ve come across recently.

Think the teacher-pension issue is only for green-eyeshade types? Think again! My colleagues at Bellwether, Chad Aldeman and Andy Rotherham, have written an informative—and worrisome—report on the current state of play of educator retirement benefits and its implications for the profession and taxpayers. Get this: about half of all public schoolteachers won’t qualify for even a minimal pension. How in the world is that possible? Read the report.

You may also think that “school productivity”—how to get the biggest bang for our education buck—is only for accountants and actuaries. But Paul Hill has written a very good piece for the George W. Bush Institute on how smart governance changes can both make the most of our scarce resources and improve student learning. The report isn’t spreadsheets and pivot tables; it’s an interesting argument for changes in mindset, policy, and practice.

The always-excellent Center for Reinventing Public Education has produced a terrific short white paper on common enrollment systems, namely how to facilitate choice across a city with multiple school sectors. The brief describes how such systems are working in Denver and New Orleans, including the tough issues such systems have to address and how well they ultimately match students to their most preferred schools. I believe the march toward sector agnosticism is inexorable. A common enrollment system is almost certainly part of the urban school system of the future, so if you track K–12 developments...

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Everyone knows that the Common Core State Standards initiative has turned into a political football. But a more apt analogy might be baseball—spring training, to be exact. That’s because, for all the colorful commentary, the Common Core is still in the very earliest phases of implementation. It isn’t yet time to pay much attention to the score; instead, we ought to work out the kinks and improve the fundamentals.

And to be sure, tons of progress is needed before states, districts, and schools are ready for game day. That’s the upshot of Common Core in the Districts: An Early Look at Early Implementers, a new in-depth study from our think tank. Along with analysts at the group Education First, we examined initial implementation efforts in four districts that are ahead of the curve: Kenton County (KY), Metro Nashville (TN), Illinois’s School District 54 (Schaumburg and vicinity), and Washoe County (Reno, NV).

Here are three major challenges they are facing and what they are doing to overcome them:

1. In the absence of externally vetted, high-quality Common Core materials, districts are striving to devise their own—with mixed success.

Curriculum publishers were suspiciously quick to proclaim that what they are selling is aligned with the Common Core, and districts are rightly wary of such claims. It takes time to develop and vet high-quality textbook series and other curriculum. All four districts expressed caution about spending limited dollars on materials that were not truly aligned to the Common Core and are delaying at least...

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The SXSWedu portion of the famously cool SXSW festival is the oddball segment, as evidenced by the early start and the attendees actually wearing suits. Besides the un-SXSW vibe of SXSWedu, there were a ton of takeaways for policy wonks. Here are four key ones:

  1. Wendy Kopp, founder of Teacher For America and Teach For All, not only takes tough questions from the audience (including many former TFA corps members), she took the no-silver-bullets route—that no one policy is the answer for our education crisis. She identified teacher-preparation reform as the 2013–14 flavor of the school year: fix the teachers and you’ll fix the schools. But most impressively, she told a tech-savvy audience that putting a tablet into every child’s hands isn’t going to do squat for improving our schools.
  2. A marriage between school choice and non-cognitive skills has a lot of potential. Many are reluctant to open their arms to teaching the “touchy-feely” stuff in our schools, especially as we continue to underperform academically. But non-cognitive skills matter. Bryan Contreras from KIPP Houston described the network’s home visits, summer camps, and mentoring programs. Contreras convinced me that these efforts at “social and emotional learning” are clear-headed parts of KIPP’s strategy for preparing students for success in college and life. It would be no easy task to scale these for all students at all schools, but charter schools (and private schools) can lead the way on innovative ways to provide non-cognitive skills to more low-income kids.
  3. Data security was
  4. ...
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The SXSWedu portion of the famously cool SXSW festival is the oddball segment, as evidenced by the early start and the attendees actually wearing suits. Besides the un-SXSW vibe of SXSWedu, there were a ton of takeaways for policy wonks. Here are four key ones:

  1. Wendy Kopp, founder of Teacher For America and Teach For All, not only takes tough questions from the audience (including many former TFA corps members), she took the no-silver-bullets route—that no one policy is the answer for our education crisis. She identified teacher-preparation reform as the 2013–14 flavor of the school year: fix the teachers and you’ll fix the schools. But most impressively, she told a tech-savvy audience that putting a tablet into every child’s hands isn’t going to do squat for improving our schools.
  2. A marriage between school choice and non-cognitive skills has a lot of potential. Many are reluctant to open their arms to teaching the “touchy-feely” stuff in our schools, especially as we continue to underperform academically. But non-cognitive skills matter. Bryan Contreras from KIPP Houston described the network’s home visits, summer camps, and mentoring programs. Contreras convinced me that these efforts at “social and emotional learning” are clear-headed parts of KIPP’s strategy for preparing students for success in college and life. It would be no easy task to scale these for all students at all schools, but charter schools (and private schools) can lead the way on innovative ways to provide non-cognitive skills to more low-income kids.
  3. Data security was
  4. ...
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