Flypaper

That's the question posed by Fordham's latest report, High Achieving Students in the Era of NCLB. (Check out the full report or the one-page summary.) It contains two separate studies examining the status of high-achieving students in the No Child Left Behind era. The first, by Brookings Institution scholar Tom Loveless,??concludes that the nation's top pupils have "languished" academically while the lowest-performing youngsters have gained dramatically. The second, by the Farkas Duffett Research Group,??finds that most teachers feel pressure to focus primarily on their lowest-achieving students and neglect the high achievers, even though this offends their sense of fairness. Both studies make clear that if we want our top achievers to make progress, too, we'll need to rethink NCLB's accountability measures.

The report's getting lots of attention in the media; see coverage from the New York Times, Chicago Tribune, Baltimore Sun, Washington Times, Education Week, and Chronicle of Higher Education. ...

Nearly missed this article from the latest Economist on Swedish private schools, probably beceause it was in the business section. A bit of background: A 1994 law made it so that

pretty much anyone who satisfies basic standards to open a new school and take in children at the state's expense. The local municipality must pay the school what it would have spent educating each child itself-a sum of SKr48,000-70,000 ($8,000-12,000) a year, depending on the child's age and the school's location. Children must be admitted on a first-come, first-served basis--there must be no religious requirements or entrance exams. Nothing extra can be charged for, but making a profit is fine.

Since the law was passed, the proportion of school-age Swedes attending private schools has jumped from less than 1 percent to about 10 percent, spurred more by the growth of private school networks than by mom-and-pop operators. (USA Today comments today on a similar phenomenon with charter networks in the U.S.) The article compares the biggest such operator, Kunskapsskolan ("Knowledge Schools"), to IKEA:

Like IKEA, a giant Swedish furniture-maker, Kunskapsskolan gets its customers to do much of the work themselves. The vital tool, though, is not an Allen key but the Kunskapsporten ("Knowledge Portal"), a website containing the entire syllabus....

Again like IKEA, no money is wasted on fancy surroundings. Kunskapsskolan Enskede, a school for 11- to 16-year-olds in a suburb of Stockholm, is a former

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Gadfly Studios

Mike and Christina discuss Fordham's new report on how high-achievers have fared as educators have turned their focus toward closing the achievement gap.

httpv://youtube.com/watch?v=ZiORhDhMn50

Checker laments in today's Ohio Education Gadfly that policymakers in Fordham's home state have gone soft on education.

Congress looks set to grant D.C.'s voucher program a one-year reprieve. (You have to scroll down a bit to see the story.)

As if teachers unions haven't caused enough headaches for charter schools, now labor unions are getting in on the act. An op-ed in today's Wall Street Journal, written by a New York charter school president and a representative of the New York Charter Schools Association, talks about the interference of labor unions in one school's quest to expand its facilities. In New York, charter schools are supposed to be exempt from a state law requiring "prevailing wage" (in other words, charter schools don't have to pay union workers at union rates). This exemption saved some organizations, like the Brighter Choice Foundation, millions of dollars when they built a new KIPP middle school ($7 mil for the charter school, while the Albany school district spent $40 mil on a new middle school).

Apparently the labor unions weren't happy, because last fall the state labor commissioner told charter schools that they too had to pay union rates. Not only was the big boss in blatant disregard of state law, but then a state judge upheld the commissioner's decision. Now, thanks to union greed, a school like Buffalo's Tapestry Charter School is looking at inflated construction costs of nearly $1.5 million to accommodate workers' wages.

I'm not sure what's more absurd: yet another union caring about its own interests before that of children, or a judge legislating from the bench. Neither entity has any business overruling state law, but both are seriously hindering the progress and autonomy of charter...

Check out this Education Week article for a preview of Charles Murray's latest book, Real Education. Want a glimpse? Referring to college-level textbooks, Murray argues that "We're talking about material that only about 10 percent of high school graduates can understand."

He calls that speaking "truth." We call it fatalism. Yes, Dr. Murray, asking schools to achieve universal proficiency in reading and math is stupid, but so is settling for the results our education system is currently attaining. As a wise philosopher once said, there must be a middle way.

Liam Julian

I'm with the union on this one. Let my weekends go!

Liam Julian

Diane Ravitch, Fordham board member and peerless education commenter, writes:

I find myself getting really annoyed when people rage against the teachers' unions, because they are the organized voice of most of the people who work in schools. The same people who vilify the teachers' unions never complain about the influence of businesses or foundations, both of which try to steer the public schools by the power of the purse.

It all comes down to whether schools??should serve adults or children. Business??interests are aligned with producing schools that serve children--they want well-educated students who will eventually become well-educated workers. (It's true, though, that business-minded school reformers??sometimes forget about the importance of curriculum and instruction.) On the other hand, the interests of teachers' unions directly compete in oh-so-many obvious ways with the interests of students. Furthermore,??unions may technically be "the organized voices of most of the people who work in schools," but they hardly represent the interests of all teachers--especially disadvantaged by union policies are young teachers and good teachers.

What business mostly wants: results-based education,??standards, accountability, innovative management, choice, educational markets. What unions mostly want: more money, more teachers (smaller classes), less testing, less focus on educational outcomes. Oversimplification? Slightly (it is a blog post, after all). But mostly true....

The long-anticipated conversion of seven inner-city District of Columbia Catholic schools to charter schools is finally official . No, it's not a perfect solution to the schools' financial ills, but kinda like democracy, it's the least worst option available. Kudos to the D.C. Charter School Board for granting its unanimous approval. Now let this fascinating social experiment begin.

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