Flypaper

EDUCATION SNAPSHOT: FLORIDA
Some schools in Florida are offering single-sex classes in the hopes of improving academic performance and cutting down on disciplinary issues. Supporters of the tactic cite unique learning differences between boys and girls, claiming that, among other gender-specific distinctions, boys often require more physical activity during lessons. Meanwhile, groups like the A.C.L.U. say that separating students by gender perpetuates stereotypes and shows no evidence of academic benefits.

CATCHING UP WITH NCLB
Congress is hoping to update No Child Left Behind by early 2015, though reaching bipartisan consensus will be difficult. The law, which last came up for renewal in 2007, requires schools to revamp teacher evaluations and monitor and report the performance of at-risk students. Much criticism has been directed against the law’s focus on increased standardized testing, which will likely garner considerable debate during the months ahead.

BIG BROTHER IS WATCHING
MOOCs, or massive open online courses, allow students of all ages to broaden their educational horizons by increasing access to expert instruction. However, apprehension concerning the use of student data is building as the number of MOOC enrollees grows. Some worry that students are unwittingly forfeiting vast amounts of private information, from birthdays to IP addresses to academic performance, while attempting to supplement their classroom learning.

ART CLASS AS SCHOOLCRAFT
As part of Education Week’s “Inspired Learning” series, Oklahoma educator Jean Hendrickson extols the value of arts education in elementary school. Hendrickson credits enhanced arts...

Having worked on educator evaluation reform at a state department of education, I do my best to keep up with developments related to the extremely tough work of state-level implementation. I follow New Jersey’s progress especially closely because I took part in the work there (and I’m certainly biased in its favor).

If you also track such stuff, take a look at the “2013-14 Preliminary Implementation Report on Teacher Evaluation" recently released by the NJDOE

There’s much to like here, including the way the state reports on the history of the program and its focus on district engagement and continuous improvement.

But two things really caught my eye. First, the report has some important data points. For instance:

  • The pilot program included thirty districts and nearly 300 administrators.
  • More than 25,000 educators took part in some kind of state training in 2013–14.
  • The new program may have increased the number of teacher observations around the state by 180,000(!).
  • More than half of districts are using some version of the Danielson observation instrument, and most of the remaining districts are using one of four other tools.

Second, the state is betting on “student growth objectives” (SGOs) and putting significant energy into implementing them well.

The state held forty-four SGO workshops from late 2013 through early 2014, then held another thirty-nine “SGO 2.0” sessions this spring, then added more this summer and fall because of demand. According to a state survey,...

Good morning. It’s wonderful to see so many friends and colleagues here today. My name is Michael Petrilli, and in August I took over as the president of the Thomas B. Fordham Institute, one of the nation’s leading education-policy think tanks, as well as an education-reform advocacy organization in the great state of Ohio and a charter school authorizer in the great city of Dayton. Welcome to our “Education for Upward Mobility” conference.

Today is a rare chance for those of us engaged in the raucous and sometimes vitriolic education-reform debate to step back and consider the path we find ourselves upon. The goal is to seek an answer to a fundamental question, perhaps one of the most important questions in America today: How can we help children born into poverty to transcend their disadvantages and enter the middle class as adults? And in particular, what role can our schools play?

This isn’t a new question.  When President Lyndon B. Johnson signed the Elementary and Secondary Education Act fifty years ago, he remarked that, “As a son of a tenant farmer, I know that education is the only valid passport from poverty.”

Or, as Jeb Bush put it two weeks ago, here in Washington: “Education is the great equalizer.”

What is new is the nagging concern (shared across the ideological spectrum) that social mobility in the U.S. has stalled. As conservative scholar Peter Wehner wrote recently, “Two-thirds of Americans believe that it will be harder for them to achieve the...

Emily Hanford

Halfway through my senior year of college, I quit. Why? Because I didn’t want to graduate. I had no idea what I was going to do next.

I was one of those students who did everything she was supposed to do. Good grades, good college, all that. But school was all I had ever known, and not once during my sixteen years of education do I recall anyone ever making an explicit connection between what I was learning in school and what I might actually do for a living once I was done. The goal of high school was to get into college. The goal of college was to get a degree. Then what? I wasn’t at all prepared for that question.

I come from a background of abundant educational privilege. I grew up in the 1970s and ‘80s in an affluent New England town with great public schools. My parents had graduated from college. My grandparents had graduated from college. On my dad’s side even my great grandfather had a bachelor’s degree. I was on the “college track” before I was born.

But there was another track: vocational education. I had friends on that path. Their parents were roofers, hairdressers, secretaries, and janitors. Those kids took basic level academic classes, but their focus was preparing for work. No one expected them to go to college.

Those of us bound for higher education felt like we were on the...

Last week, the Thomas B. Fordham Institute teamed up with the London-based Education Foundation to host a conference, “School Leadership: Lessons from England”; to publish a new paper by University of Pennsylvania professor Jonathan Supovitz and the Center for Policy Research in Education, Building a Lattice for School Leadership: The Top-to-Bottom Rethinking of Leadership Development in England and What It Might Mean for American Education; and to release a short documentary, Leadership Evolving: New Models of Preparing School Heads.

The catalyst for all three was the aggressive reform effort of the English government over the past decade to revamp that country’s approach to school leadership. At the center of the reform is the eminently sensible idea that school leadership needs to be a team endeavor.

No, it’s not a new idea. There’s been plenty of discussion about “distributed leadership” on both sides of the pond for years. But while we’ve mostly jawboned the idea, the Brits got busy doing it.

What they did in particular was clarify and formalize three levels of school leadership, each with distinct roles and responsibilities: headteachers who lead schools (equivalent to the principal’s role in the U.S.), senior leaders or deputy heads who assist the headteacher (similar to the vice principal role in American education, but with additional school-wide responsibilities), and middle leaders responsible for the quality...

President Obama’s contempt for the Constitution, and Secretary of Education Arne Duncan’s unfortunate disregard of that document, have been loudly and justly decried by critics of executive overreach. Less heralded, but equally troubling, is the mission creep of the Office for Civil Rights as it works to reshape the education world and to right whatever alleged wrongs it thinks it sees.

All of these officials and agencies are seeking to accomplish policy goals that they believe are good for America, and I’m not impugning their motives. But they are playing fast and loose with their job descriptions and responsibilities under law.

Much has been written and said about Obama and Duncan. Let’s focus here on OCR. Mike Petrilli has already exposed the folly of the agency’s witch hunt for disparate impact in school discipline and explained the challenges it will pose for educators trying to run schools that are conducive to learning. In the matter of sexual harassment, I and others have written about the ill-conceived substitution of university conduct codes, unreasonable evidentiary standards, and star-chamber procedures for longstanding law-enforcement practices. (This carries more than a whiff of hypocrisy, as those whom the government is “protecting” are the selfsame students who would bridle at any effort to constrain their freedom to have sex, get drunk, and skip class.)

The most recent exercise of mission creep and nanny-statism by OCR, and not yet adequately exposed, involves what the enforcers call “equal access to educational resources.” These include gifted-and-talented programs within schools as well as...

I recently wrote about exciting new charter school results in Washington, D.C.. More kids are in high-performing charters, the number of high-performing charters is growing, and the number of struggling charters is shrinking.

But why?

For lots of reasons; D.C. has great school operators that are expanding; the charter law is quite good; the city has valuable support organizations; and public support has helped insulate the sector from unfounded attacks.

But among the most important factors is strong authorizing. That’s why you should read the new case study of the D.C. Public Charter School Board (PCSB).

By way of background, PCSB is regarded as one of the nation’s ablest authorizers. It’s a “single-purpose entity,” meaning that it only does charter authorizing, and its schools educate nearly half of D.C.’s public-school students. (And my Bellwether colleague Sara Mead is a member of its board.)

The report provides solid information on PCSB’s history, structure, schools portfolio, activities, processes, budget, staffing, and governance. Charter authorizing across the nation would improve (and charter performance would improve as a result) if PCSB’s lessons were widely adopted.

Even if you’re not as devoted to chartering as I am, you might want to give the report a look. Charter market share is significant and growing in most big cities, meaning authorizing will have a major bearing on the future of urban public schooling.

In my view, the report’s key shortcoming is that it ignores The...

WE DON'T NEED NO STINKIN' DATA
“There shouldn’t be a whole movement out of charters the month before the test,” said NYC schools chancellor Carmen Fariña last week, implying that some charters are manipulating test scores by pushing struggling students out of their schools prior to testing. Her statements have charter operators and advocates incensed, and many are calling for the chancellor to produce data to substantiate her remarks. “Unless she can back up this statement with facts,” said Jeremiah Kittredge of Families for Excellent Schools, “she should withdraw it.”

WONK ALERT
Teachers are trying out a new way to prepare students for tests through a strategy known as interleaving, or mixing problems and concepts. In studies, students who completed homework in mixed sets performed better on final assessments than those who received traditional “blocked” problems. Psychologists also say students better retain information when they teach to peers. 

DRILLING FOR DEGREES
Amidst multi-year budget cuts to higher education across the country, two states have managed to buck the trend: those profligate spenders Alaska and North Dakota. Flush with newfound petrodollars, both states have sunk millions into their state schools in the hopes of improving job prospects for their citizens. Though Alaska’s spending surge has been more modest, North Dakota has increased per-pupil spending by nearly 40 percent in the last six years.

PROFILE IN COWARDICE
The Hechinger Report has a terrific look at Common Core implementation at Andrew Johnson Elementary School...

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...

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