Special-needs students face challenges in the transition to Common Core standards. (Capital)
In response to the filing of the second Vergara-inspired lawsuit, the United Federation of Teachers is fighting back, arguing that current tenure laws both guard against unjust firings and give city officials a way to remove ineffective teachers. (New York Times)
Special-ed administrators are asking the U.S. Supreme Court to review an appeals-court ruling that districts must keep paying for students in the middle of special-education disputes to stay in private school while their cases are in court, arguing that these proceedings sometimes take years and place a financial burden on districts. (On Special Education)
The Louisiana Board of Elementary and Secondary Education has joined a lawsuit against Governor Bobby Jindal’s executive order blocking the state from administering a Common Core–aligned test in 2014–15. (State EdWatch)
Columbus Dispatch: “Common Core supporters ready to defend it

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Andy's odyssey: Part one

This is the first of a collection of posts about a recent self-assigned course of study—essentially a bunch of reading and furrowed-brow thinking about a subject that’s been gnawing at me.

This series will be an adventure. Though I’ve got a solid thesis, the rest is a jumble of idea fragments. I haven’t ironed out all of my arguments, I sure don’t know what they all amount to, and I’m still a country mile from recommendations.

But over the years I’ve learned I need to write about stuff before I really understand it and then write some more before I can assemble the pieces. Rather than scribbling and editing in private and then, hopefully, producing some tidy digest when the pondering is through, I’m going to file dispatches from the field.

Here’s the gist. Over the last year, I’ve found myself growing restive about ed-reform developments. Sometimes the feeling was hard to explain—a general unease during conferences or while listening to presentations. Other times, I could pinpoint it. For example, when leaders would profess anger at current conditions and a sense of urgency about change but then defer to longstanding arrangements and urge collaboration with them, or when organizations would boast of their commitment to diversity but show no interest in building politically diverse teams.

For a while, I chalked up my grumpiness to age or the zeitgeist. I’m getting older and more set in my ways. As our field evolves, perhaps it’s inevitable that I...


An advocacy group led by former news anchor Campbell Brown has filed a second Vergara-inspired lawsuit seeking to overturn New York’s teacher-tenure and laws. (Washington Post, NPR, Teacher Beat)
Principals’ overestimation of student poverty, as reported by an OECD report last week, negatively correlates with student math achievement—and U.S. principals were the worst offenders. (Hechinger Report)
The Atlantic ponders whether MOOCs will eventually replace a college education. (Atlantic)
Education Week: “Indiana teachers worry about revamped ISTEP test
Wall Street Journal: “More Schools Open Their Doors to the Whole Community
Politico: “Moms winning the Common Core war

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Way back in 2000, the United Nations went through an elaborate process of setting “millennium development goals” for the world. To be attained by 2015, these were, of course, entirely laudable—e.g., “eradicate extreme poverty and hunger” and “achieve universal primary education”—and they have definitely influenced the priorities of various UN agencies, other governmental and multilateral aid providers, and private philanthropies.

There’s been progress on several fronts—notably a big reduction in the number of people living in extreme poverty and hunger—but none of these goals will have been achieved in full by next year, any more than the “goals 2000” project for American K–12 education met its targets (e.g., “first in the world in math and science”) by the stated end point.

How useful this kind of goal setting is may be debated, but the UN has never looked back. Rather, it’s busily updating its millennium goals for the period after 2015, and its “open working group on sustainable development goals” just held its thirteenth meeting, where it finalized a new list of goals and dispatched these for consideration by the Secretary General and General Assembly. You can find a description of this process here: You will also see that the United States shared—with Canada and Israel—one of thirty seats on this working group. (Never mind that the U.S. supplies 22 percent of the UN’s budget!)

The proposed new goals number seventeen, more than twice as many as in the last go-round, and 169 “targets” for the...


Soon after winning a drawn-out reimbursement case and the right to private school tuition, a severely disabled young boy passed away—and now, his father is an advocate for creating an independent body to make placement decisions for disabled students. (New York Times)
An NCES study finds that fourth graders are proficient enough in using computers to type, organize, and write to be given computer-based writing tests. (Curriculum Matters)
A study suggests that principals who stay at a school are more likely to feel they can get things done, while those who were headed out the door felt they hadn’t accomplished as much. (Inside School Research)
National Review Online: “Beyond the Common Core
News U: “Common Core: Leading Education Reformer, Fordham President Sees Promise; Greater Accountability for Schools
Indy Star: “New test giving teachers back-to-school jitters
Times Picayune: “Poor principal hiring practices shut out good leaders, research finds

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The Partnership for Inner-City Education announced today that Kathleen Porter-Magee has been named its superintendent and chief academic officer. This is such a terrific match, and I’m completely thrilled for everyone involved.

The Partnership is one of a growing number of organizations that are, collectively, brightening the future of urban Catholic schooling after years of steady decline. For 50 years, inner-city Catholic schools have been shutting their doors, primarily for financial reasons, despite an extensive body of academic research showing how valuable they can be for low-income kids and communities.

To address issues of financial sustainability and academic performance, a handful of organizations are reimagining the governance and operations of Catholic schools, borrowing the highly successful network structure from charter-management organizations. The Partnership, which has supported Catholic schools in New York City for more than 20 years, signed a landmark agreement with the Archdiocese in 2013, giving the organization authority over six schools in Harlem and the South Bronx. They are now, like Cristo Rey, a group of Catholic schools functioning as a unit but outside the traditional diocesan and parish system.

The Partnership couldn’t have found a better leader than Kathleen (who writes about her new gig here). She has a great deal of Catholic schools experience, having started her career as a Catholic school teacher and later working in the office of education at the Archdiocese of Washington, D.C. She also served as an executive with...

Yes Prep’s Jason Bernal writes that getting low-income students through college requires more than just creating a culture of high academic expectations. (Hechinger Report)
In the New York Times Magazine, Chalkbeat’s Elizabeth Green delves into the history of math instruction in the U.S. and Japan and asks why Americans do so poorly in the subject. (New York Times)
A state appellate court panel found that the public does not have the right to know individual Los Angeles teachers’ job-performance ratings. (Los Angeles Times)
Soundcloud: “Big Sort, Part 2
The Austin Chronicle: “SBOE: No Scholars Need Apply
Journal Star: “Extra: Science education seen as a top concern

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Recent revelations suggest that David Cameron’s unexpected move to replace reform-minded education minister Michael Gove (who’s been popular with British conservatives) with Ms. Nicky Morgan might have been triggered by more than crass preelection maneuvering to placate teachers and women.

Gove’s earnestly pursued and widely touted “academies” initiative, which allows district-operated public schools to convert to charter-like status and be managed by outside groups, has led to a major scandal in Birmingham, where a handful of such schools were taken over by fundamentalist Muslims.

Because all academies are, in principle, accountable to the secretary of state for education rather than to local authorities, Gove was ultimately responsible for the decisions that led to this situation, which has been carefully documented by inspectors from Ofsted, England’s independent school-reviewing body.

This is not to say that academy status produced this problem. As a close review by Peter Clarke makes clear, the local Birmingham authorities had turned a blind eye to it for ages. Indeed, one can fairly argue that coming under the secretary of state’s authority is what finally surfaced the problem and empowered the government to intervene, which it has now done.

With some 3,500 such schools now operating in England and enrolling more than one in four of all school kids in the country, it was unrealistic to expect Gove and his small staff to know much about what was happening in them. Still, that’s how this enormously important element of England’s school-choice and...


A new OECD report finds that more than their international peers, school principals in the U.S. believe that many of their students come from socioeconomically disadvantaged homes. (New York Times)
A study finds that the returns to giving students a double dose of math diminish once those students return to the traditional schedule. (Curriculum Matters)
A group of parents, teachers, and the Black Alliance for Educational Options have filed suit against Louisiana governor Bobby Jindal, arguing that he does not have the authority to withdraw the state from the Common Core. (Washington Post)
Politics K–12 takes stock of where each chamber of Congress is on education spending, noting that time to pass a bill is fleeting. (Politics K–12)
OZY Daily Dose: “Politicals Battles Ahead for the Common Core Standards”...

Today’s big news (regarding ObamaCare’s subsidies in states with federal exchanges) is that the judiciary actually expects the executive branch to pay attention to the clear language of laws passed by the legislature. (Update: At least, the D.C. circuit does.) That this lesson in Civics 101 is news at all tells you something about the disrespect the Obama administration has shown to our Constitutional system. Congress may be semi-paralyzed, but the White House and the federal agencies still aren’t allowed to write the laws themselves.

Yet that’s exactly what Arne Duncan and his Department of Education continue to do when it comes to their interpretation of the Elementary and Secondary Education Act’s waiver authority. He surely has the right to offer greater flexibility to the states when it comes to the law’s “adequate yearly progress” measures and other parts of its accountability system. What he has no constitutional right to do is dream up new mandates out of thin air and make flexibility contingent upon their embrace by supplicant states.

Let’s follow the example of the D.C. Circuit and examine the clear language of the applicable law. Section 9401 of ESEA plainly states that “the Secretary may waive any statutory or regulatory requirement of this Act” (with some noted exceptions). It says that states should describe, in their waiver requests, “How the waiving of…requirements will increase the quality of instruction for students and improve the...