Flypaper

LICENSE TO FAIL
The pass rate for teacher-licensing exams is usually about 90 percent. However, only 68 percent of candidates passed New York’s new licensing test, which emphasizes understanding of the new Common Core ELA standards and ability to instruct English language learners and special needs students. This data comes at a time when many argue that teaching licenses are awarded too easily, resulting in too many unprepared teachers in America’s classrooms.

NEW LOOK FOR AFFIRMATIVE ACTION FOES
NPR has a fascinating story on the novel approach taken by an organization militating against prevailing affirmative action policies. The Project for Fair Representation, run by activist Edward Blum, charges that Asian American applicants are disproportionately kept out of elite institutions like Harvard and the University of North Carolina by racial balancing formulae that arbitrarily cap the number of spaces allotted to students of their ethnicity. If true, the allegation would confirm some of the arguments in Ron Unz’s mammoth study of the corruption of Ivy League admissions

TRUTH TO POWER
During a panel with fellow Republican...

John Chubb

[Editor's note: This is the fifth post in our latest blog series by John Chubb, "Building a Better Leader: Lessons from New Principal Leadership Development Programs." See herehere, here, and here for prior posts.]

It's one thing to practice skills in the controlled environment of a residency; it is quite another to practice when you are formally in charge of a school. Each of the alternative leadership programs examined in this blog series recognizes this truth and provides its graduates various kinds of support, sometimes as long as five years. Much as research has demonstrated about teaching—that teachers tend to become more effective over the first four or five years in the classroom—the same is likely true of school leaders: Their first few years in the position may be when the job is mastered (or not). These exemplar programs try to make those early years an additional learning experience.

This is hardly a new idea. Many school systems provide some sort of coaching or...

Maybe it's because I just saw Interstellar last weekbut after a weekend-long Twitter battle with American Federation of Teachers President Randi Weingarten and her defenders, I can't help but think that some of them are living in an alternate universe. For those who haven't heard, teachers unions are outraged at this Time Magazine cover story last month by Haley Sweetland Edwards. It wasn't so much the story as the cover that many public union supporters just couldn't get past. The magazine even pulled the story out from behind its paywall so the distraught union tweeters could do more than judge the magazine by the cover, but to no avail. Weeks later, the howls of outrage continue unabated.

I’d mostly ignored the story until this point, but I couldn’t help but respond to Weingarten’s assertion over the weekend that “@TIME’s ‘rotten apples’ cover was a personal attack on educators.” First, it seemed contradictory that the cover could be a “personal” attack on educators generally, but the bigger question was why exactly this was so threatening and outrageous? Michelle Malkin’s Twitchy site did a solid job of covering the blow-by-blow from there, but now that the Twitter armies have moved on to other matters, the question remains: Why does the AFT seem so determined to keep this phony controversy alive? 

Now, it’s important to recognize...

CAPITAL OF CHOICE
According to new data, school choice is working incredibly well in D.C., where nearly half of public school students attend charters. Parents are exercising their freedom of choice, and it’s showing: Excellent charters are growing and underperforming charters are closing. This is a big win for charter advocates, as it goes to show that, when done well, school choice can lead to better outcomes for students. For more on this story, read Andy Smarick’s characteristically smart new post.

A NATION OF IMMIGRANTS...AND STUDENTS
When President Obama rolls out his executive action on immigration in a primetime address this evening, those of us involved in education must consider how his plans will affect students with undocumented parents. This Huffington Post article outlines how the new immigration policies might create some stability in these children’s home lives by assuaging fear of parental deportation. 

EVERYTHING IN ITS PLACE
School reformers talk about changing a lot in education: School financing, governance, teacher quality, school size, accountability, testing, the works. We don’t talk a lot about where most learning is done—that is, the physical space of the classroom. Lennie Scott-Webber offers a terrific take on how the arrangement of learning stations can affect the way students learn.

PROFILE OF THE WEEK
The Hechinger Report has the heartrending story of D’Andre (last name withheld), a twelve-year-old raised by his grandmothers in Newark. The long profile depicts his splintered family life, zeal for learning, and...

Gabriel Sanchez Zinny

Educational systems around the world are in a critical state. Nearly everywhere, they struggle with poor-quality schools, persistent inequality, and local administrations with restricted budgets—which all combine to compromise the educational opportunities of a large portion of the student-age population.

These worrisome trends are reinforced in emerging economies, like those of Latin America. The region has seen over a decade of sustained growth and growing middle classes, and as the burgeoning “knowledge society” is impacting every sector, these expanded middle classes are demanding better education and greater opportunity.

While Latin America trails behind most of the world in its education performance, there are a number of governments taking the initiative in confronting these challenges. Leading this group are Chile, Colombia, and recently Mexico, where President Enrique Pena Nieto has successfully pushed for deep education reforms. While passing legislation cost significant political capital, and on paper the measures—including reforming the teacher tenure system—look very positive, the ultimate impact on the quality of learning will depend greatly on the implementation and follow-through of subsequent governments.

But perhaps the most surprising recent phenomenon in Latin America has been the extent to which the non-government sector, including entrepreneurs, companies, and investors, is getting involved in education. Among these disparate groups, there is a new awareness of the importance of education and an unprecedented understanding that the region’s previous commodities-based, export-led, low productivity economic model will not be enough to advance to the next stage of development. Instead, to achieve more competitiveness and...

As my Bellwether colleague (and D.C. Public Charter School Board member) Sara Mead wrote last week, new information on the performance of the Washington, D.C. charter school sector is extremely encouraging. And while the strong and improving achievement scores are terrific news for kids and families in the city, they also offer even more reason to believe that chartering—if done smartly—can replace the district system for delivering public education in America’s cities.

First, the basics and headlines: For several years now, PCSB, the only active charter authorizer in the nation’s capital, has made public the results of its “performance management framework.” This school-assessment tool provides a comprehensive set of information about schools in PCSB’s portfolio. And, more than ever, that information should give us all cheer.

Each school is rated across a number of indicators (and all of that data is accessible), but it is also placed in one of three categories, with “Tier 1” reserved for schools that are excelling and “Tier 3” for schools performing well below expectations.

In 2014, nearly 12,500 students attended twenty-two Tier-1 schools; that was a 9 percent increase over 2013 in the number of students enrolled in outstanding charters. As PCSB notes in its press release, these schools are located throughout the city, and their racial and income demographics reflect the city as a whole. In fact, eight of the top ten scoring schools...

On November 11th, the Fordham Institute’s Chester E. Finn, Jr. addressed a private meeting of reform-minded Catholic education leaders and philanthropists. What follows is adapted from his remarks on that occasion.

Two big changes in American education policy over the past several decades have been good for the country and for kids in general, but not particularly good for Catholic schools, especially the urban variety.

First, families now have myriad choices, many different kinds of schools and ways of getting educated, so we no longer take for granted that our child will go to your neighborhood or parish school. Second, we now judge schools by their results, not by their inputs, intentions, or reputations, and we’re increasingly hard-nosed about those results, looking—probably too much—at test scores and graduation rates and such.

Both of these changes have tended to leave Catholic schools behind. With some worthy exceptions, their leaders haven’t tried very hard to take advantage of them. They haven’t been nimble or enterprising in making use of the opportunities presented by new forms of publicly supported choice. Nor have they—or private schools generally—done well in accommodating the shift to judging schools by quantifiable and comparable outcomes.

Integral to both big shifts has been the creation of uniform, statewide, grade-by-grade academic standards. Accompanying those standards are statewide assessments, followed by complicated reporting and accountability schemes. In some places, Catholic schools must participate in these, usually as...

ON TRACK FOR SEGREGATION?
A recent press release from the U.S. Department of Education declared that tracking students by ability perpetuates a system of segregated schools and adds to the widening achievement gap. Because white students are more likely to enroll in gifted talented and classes from an early age, black and Latino students fall behind and are separated for the remainder of their schooling. In related news, Fordham’s fearless President Michael J. Petrilli passed withering judgment on the department’s approach to achievement gaps just a few days ago.

UNCOMMON POSITION 
As outlined in the Wall Street Journal, education might be a decisive issue if Jeb Bush, former governor of Florida and perpetually embittered little brother, chooses to run for president. Bush’s outspoken support of Common Core (he is, after all, the chairman of an education think tank that has been unabashedly pro-standards) puts him at an uncomfortable distance from his natural base: As of October, 58 percent of GOP parents oppose Common Core.

KIDS TODAY
You’ve heard about the millenial kids, right? The trophy kids living in their parents’ basement? The “Me Me Me Generation” (real original, Time magazine)? Yeah, those guys. Using data from the Census, Department of Labor, and the Pew Research Center, NPR has put together a nice generational profile of the latest batch of young people to be dismissed as ungrateful little twerps. In brief: They're...

John Chubb

[Editor's note: This is the fourth post in our latest blog series by John Chubb, "Building a Better Leader: Lessons from New Principal Leadership Development Programs." See here, here, and here for prior posts.]

Our fourth lesson takes its title from a hit song by George Harrison, which doubles as an apt summary of the operational philosophy of all of the exemplar leadership programs explored earlier in this series. Conventional principal preparation programs take time, too—the time to earn sufficient credits for a master’s degree. But alternative programs are all about practice, practice, and more practice. Practice cannot be rushed. Practice takes time. Practice is in addition to whatever course requirements may be necessary for licensure as a school administrator.

Each of the examined programs in this series is based on a residency model of training. Much like medical training, they emphasize supervised practice for honing leadership skills. The New York City Aspiring Principals Program (APP) places candidates in residencies for a full academic year in a single school, with a one-month stay in another city school. Chicago’s Urban Education Leadership (UELP) also lasts a full year, with candidates playing different roles in receiving schools depending on their level of leadership experience. Building Excellent Schools (BES) Fellows spend two years preparing to open their schools, with much of...

SURVEY SAYS
It’s been nearly six months since the Vergara decision declared California’s state tenure and seniority laws unconstitutional. A recent Education Next survey asked how teachers rate their colleagues and, perhaps indirectly, how they feel about the consequential decision. Teachers gave high marks for 69 percent of their colleagues and gave low or failing marks to 12 percent. And as it turns out, only 41 percent of teachers favor tenure and also believe it should not be tied to student performance.

ADMISSION ISN'T ENOUGH
The National Student Clearinghouse reports that the proportion of students graduating from college has declined since 2008, when the economic recession hit its low point. Of students who enrolled in either two-year or four-year degree paths, only 55 percent graduated within six years. Clearinghouse directors suggest universities focus on helping already-enrolled students reach the finish line instead of attracting prospective applicants.

HOW A BILL BECOMES A LAW
After months of stagnation in the Senate, the Child Care Development Block Grant was passed Monday evening, updating safety standards for child care...

Pages