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Frank Macchiarola
Frank Macchiarola will be much missed.
Photo from the New York Times.

It's been years since I last saw Frank Macchiarola, whom I encountered most often during his extended tenure (1978-83) as New York City's schools chancellor back when Ed Koch was mayor—and long before the mayor was really in charge of education. But then and since, it was always a pleasure and a learning experience to bump into him, to share a meeting or meal with him, and so on. The son of a sanitation worker, he had a distinguished and remarkably diverse career in key positions in education (both K–12 and higher) and government, always in New York. He was student-centered, politically astute, tireless, very smart, entrepreneurial—and kind, generous, and decent. He'll be much missed, not least by me. We need more like him....

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A time for reflection

Mike and Daniela reflect on Newtown, and then look back at school reform in 2012. Amber ends the last podcast of the year on a more upbeat note with a look at Texas’s (effective) pre-K program.

Amber's Research Minute

The Effects of Texas’ Pre-Kindergarten Program on Academic Performance by Rodney Andrews, Paul Jargowsky, and Kristin Kuhne (New York, NY: National Center for Analysis of Longitudinal Data in Education Research, November 2012)

This week, Student Achievement Partners—the group co-founded by Common Core architects David Coleman and Jason Zimba—announced a partnership with the NEA and AFT to develop and disseminate Core-aligned curriculum at no cost to teachers, thanks to a three-year, $11-million grant from The Leona M. and Harry B. Helmsley Charitable Trust. As Kathleen Porter-Magee noted in yesterday’s Common Core Watch, “Given the dearth of quality, CCSS-aligned materials available to teachers who are already working to align their practice to the new standards, this additional investment is welcome.” We eagerly await the materials.

A task force convened to determine whether D.C. charter schools ought to give admissions preference to nearby students came up with a verdict on Friday: While the District should allow charters that move into closed public school buildings to give neighborhood preference, other charter schools should not be compelled (or even allowed) to do so. This is a sensible compromise that will ease the burden on students transitioning from schools that are closing while maintaining a central tenet of the charter school idea: to be open to all students, regardless of home address.

As part of its “30 under 30” series, Forbes magazine identified thirty Millenials taking the education world by storm. We saw a few familiar faces (shout-outs to Catharine Bellinger and Alexis Morin of Students for Education Reform, Jon Cetel of PennCAN, and Patrick Herrel of the Mind Trust). These are young people who do think about...

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Universal pre-Kindergarten programs, beloved by many education advocates and policy wonks, also have some critics (ourselves included). The critics aren’t anti-kid or unworried about Kindergarten readiness. Rather, they argue that states should target their limited resources at pre-K programming for youngsters truly in need. This CALDER study, which examines the impact of such a program in Texas between 1990 and 2002, backs that assertion. Drawing upon a huge sample of “at-risk” children, analysts compared those who participated in Texas’s PreKindergarten Early Start (PKES) program to those who didn’t. They found that PKES participation was linked to higher academic achievement in reading and math and lower likelihood of being held back or receiving special-education services. Two more items of note: These achievement data were collected in third grade, showing the staying power of the PKES program (positive effects of Head Start begin to fade after first grade). And the PKES program’s per-pupil cost is less than half that of Head Start in Texas. The report concludes, “Even modest programs can achieve important gains” for disadvantaged youth. A question naturally arises: What is the PKES program doing differently than its counterparts, many of which have been found wanting? We think we’ve found the answer: In Texas, even pre-K has standards and curriculum—and they’re aligned with those of the K–12 system.

SOURCE:

Rodney Andrews, Paul Jargowsky, and Kristin Kuhne, The Effects of Texas’ Pre-Kindergarten Program on Academic Performance (New York, NY: National Center...

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Tony Bryk, Paul Hill, Terry Moe, and Paul Reville (among others) contribute to this wonk-studded volume, which was borne of a four-year Harvard working group and starts from the premise that today’s incremental reforms will not effect lasting change for K–12 education; rather, we must think bigger. To that end, the collection offers six provocative essays. While several extend current reform ideas (moving to a mixed model of government and market-based providers; addressing the disadvantages of poverty through social reform and wrap-around services; copying successful strategies of countries that improved rapidly), others are unique visions for the future. One would professionalize teaching through “network improvement communities” that allow educators to share research, instructional materials, and pedagogical insights across sites. Perhaps the most radical vision for change suggests that education tomorrow will not be synonymous with schooling, as access to knowledge from outside the classroom increases and youth engage in “lifewide” learning. (We would argue, further, that “schools” in the traditional sense might not even be the best vehicle for education delivery in years to come.) Taken together, the essays present a refreshing and forward-thinking design for education reform and reformers.

SOURCE:

Jal Mehta, Robert B. Schwartz, Frederick M. Hess, eds. The Futures of School Reform (Cambridge, MA: Harvard Education Press, 2012)....

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That it’s taken me so long to write about the horrific acts of violence perpetrated on Newtown, Connecticut, is one indication of how torn up I’ve been about it. As the father of two small boys, this one really hit home. May God bless the children, their educators, and their families.

Sandy Hook Elementary
 I can’t get Sandy Hook out of my mind—nor, in one sense, do I really want to.
Photo from the International Business Times.

When we—the Fordham team and many of Flypaper’s readers—pick ourselves up and turn back to our day jobs, the work of school reform, there is an unavoidable question: What does Sandy Hook mean for that work? For our mission of bringing excellence to America’s schools and ramping up opportunity for all children? For the public discourse in which we engage?

One possible answer: nothing. As tragic an event as it was, it’s only loosely related to education policy. A deranged man with access to high-powered weapons chose an elementary school as his target. He might have chosen a hospital, a day camp, or a circus performance. As Americans, it’s absolutely appropriate to debate whether stricter gun controls or reforms to our mental-health system or greater security barriers might help to reduce the likelihood of such awful events occurring in...

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Vigil for Sandy Hook
I can’t get Sandy Hook out of my mind—nor, in one sense, do I really want to.
Photo from the International Business Times.

That it’s taken me five days to write about the horrific acts of violence perpetrated on Newtown, Connecticut, is one indication of how torn up I’ve been about it. As the father of two small boys, this one really hit home. May God bless the children, their educators, and their families.

When we—the Fordham team and many of Flypaper’s readers—pick ourselves up and turn back to our day jobs, the work of school reform, there is an unavoidable question: What does Sandy Hook mean for that work? For our mission of bringing excellence to America’s schools and ramping up opportunity for all children? For the public discourse in which we engage?

One possible answer: nothing. As tragic an event as it was, it’s only loosely related to education policy. A deranged man with access to high-powered weapons chose an elementary school as his target. He might have chosen a hospital, a summer camp, or a circus performance. As Americans, it’s absolutely appropriate to debate whether stricter gun controls or reforms to our mental-health system or greater security barriers might help to reduce the likelihood of such awful events occurring in...

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Hard on the heels of the AFT's proposed for a "bar exam" for teachers, the Council of Chief State School Officers has come forth with a sober, comprehensive, and exceptionally well-thought-out set of recommendations for fundamentally revamping the preparation and licensure of both teachers and principals. This 38-page blueprint contains ten big recommendations that, if put into practice by states, would indeed be transformative.

Cast in straightforward, non-rabble-rousing language, in some respects doesn't go as far as it could. It does not, for example, do away with state-level certification of educators on grounds that research has found no link between such credentials and actual effectiveness. But it does seek to make certification meaningful by building exacting standards into the process, standards that rely on evidence of knowledge and performance rather than a checklist of courses taken. Also tucked in the recommendations are such bold ideas as serious acceptance of alternative pathways and "residency"-style preparation; insistence on real standards for entering prep programs and getting certified; the demand that prep programs respond to K–12 education's actual supply-demand numbers rather than enrolling as many people as possible (thus probably killing the proverbial ed-school "cash cow" within universities); and tracking the performance of those emerging from various prep programs and institutions—and actually closing those that don't produce successful professionals.

Underlying all this is the fact that states have plenty of leverage that could be used to boost the quality and effectiveness of the education workforce and most of them haven't been using much of it. Of course they should. And this proposal shows how....

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Tony Bennett

There is very little to be added to what's already been said about Friday's horrendous murders at Sandy Hook Elementary School—President Obama has eloquently expressed the heartfelt feelings of millions, myself included.

But there is one small education point worth noting: Sandy Hook is a terrific school. Check out its solid "10" from GreatSchools, based on its as-good-as-any-in-the-state academic achievement. Read the glowing comments you will find there from half a dozen parents. You can also read the school's "core character attributes" in the school’s mission statement. And you will say to yourself, as I did, that this is the kind of school anyone would be satisfied indeed to have one's daughter or son attend. May those who perished rest in peace. And may Sandy Hook, in time, resume its outstanding education record.

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Everyone and their mothers are talking about the so-called “fiscal cliff”—the automatic budget cuts and tax increases that will affect all federal discretionary spending programs, cut you off in traffic, steal an old lady’s handbag, and wreak general havoc if lawmakers don’t come to a deal on the national debt soon. Will it destroy Head Start and special education? Will it disproportionately harm poor schools? But as Dara Zeehandelaar reminds us, federal contributions to education are peanuts compared to the amount the feds contribute to Medicare, Medicaid, transportation, and the like—cuts to which will leave big holes for states to patch, perhaps by raiding K–12 funding. And it’s these possible indirect cuts to education that will hurt on the way down.

After channeling Jeb Bush during his job interview, Ed Reform Idol Tony Bennett was chosen to be Florida’s new state superintendent. We extend hearty congratulations. Florida’s teacher unions are none too happy with his appointment; but they’re not exactly winning the war in Florida, so Bennett may not need to sweat it.

Mexico’s new president, Enrique Peña Nieto, says he intends to overhaul that country’s flagging school system. First stop? Take down the juggernaut teacher union—led by Elba Esther Gordillo, referred to as La Maestra for her political prowess and shady dealings. We’ll be watching.

The Hoover Institution’s Koret Task Force on K–12 Education has identified the five education issues that were most covered...

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