When charter schools first emerged twenty years ago, they represented a revolution, ushering in a new era that put educational choice, innovation, and autonomy front and center in the effort to improve our schools. While charters have always been very diverse in characteristics and outcomes, it wasn’t long before a particular kind of gap-closing, “No Excuses” charter grabbed the lion’s share of public attention. But in this rush to crown and invest in a few “winners,” have we turned our back on the push for innovation that was meant to be at the core of the charter experiment?
It’s become increasingly obvious that charters have hit a wall in their quest to put their students on the path to college.
Of course, the top charter management organizations got this level of attention the old fashioned way: they earned it. The best CMOs—like KIPP, Uncommon Schools, and Achievement First—have done amazing work. The teachers work long hours and do—often quite literally—whatever it takes to give students the kinds of opportunities they’ve had.
But, while charters have made important strides, it’s become increasingly obvious that they’ve also hit a wall in their quest to put their students on the path to college....
One of the great joys of parenthood is reading to my two young sons. Partly it’s the visceral experience: Little guys curled up on my lap, in their PJ’s, soft light overhead, the day winding down, sleep coming (well, one can hope). But it’s also about the books: An endless treasure trove of stories to share, pictures to enjoy, traditions to pass along.
So I got to wondering: Is there a list of the must-read picture books for preschoolers? The greatest classics, old and new? A “canon,” if you will? I couldn’t find one, so I decided to create one. You can find the books on Amazon with this wishlist. With help from some friends, I now present to you the Kindergarten Canon:
Mike and Dara analyze the NAACP’s definition of discrimination and grapple with the unpleasant reality that Ohio’s online schools mostly suck. Amber looks at what it takes to exit high school these days.
Many of today’s parents yearn to live in or near the lively, culturally vibrant heart of the city—in diverse, walkable neighborhoods full of music and theater, accessible to museums and stores, awash in ethnic eateries, and radiating a true sense of community. This is a major shift from recent generations that saw middle class families trading urban centers for suburbs with lawns, malls, parks, and good schools.
But good schools still matter. And standing in the way of many parents’ urban aspirations is the question: Will the public schools in the city provide a strong education for my kids?
To be sure, lots of parents favor sending their sons and daughters to diverse schools with children from a variety of racial and socioeconomic backgrounds. But can such schools successfully meet the educational needs of all those different kids? How do middle class children fare in these environments? Is there enough challenge and stimulation in schools that also struggle to help poor and immigrant children reach basic standards? Is there too much focus on test scores? And why is it so hard to find diverse public schools with a progressive, child-centered approach...
Mike and Rick wonder if there’s still room for ed reformers in the Democratic Party after Chicago. Amber analyzes why American students continue to struggle with the SAT. And Rick makes a few jokes at Karen Lewis’s expense.
Amber's Research Minute
The SAT Report on College & Career Readiness: 2012 - The College Board Download PDF
A New Haven “turnaround school” has its students assigning their own homework. The new approach is part of an experiment to move from a “normal” class to “independent pacing,” in which students master concepts before moving on. High School in the Community is directly managed by the teachers union.
Students at Belmont High School are getting a leg up on college readiness. The Educational Talent Search program, sponsored by Sinclair Community College, supports middle and high school students in college decision-making, preparation, and entrance at no cost.
In an effort to increase mastery on state tests, Metropolitan Nashville Public Schools has gotten rid of graded homework, extra credit, and behavior-related grading. Students can practice concepts until they are understood. The District asserts this new system has accountability because it requires more work on behalf of students, not less, when they do not understand material.
A coalition of three non-profit groups is on an anti-drop out crusade to address areas that prevent students from earning diplomas. Diplomas Now is piloting at three Columbus schools that have agreed to participate in a federally funded study on the program’s effectiveness.
A knockout story in The Atlanticby education journalist Peg Tyre describes the wonderful turnaround of a Staten Island high school that the turnarounders attribute to a writing program. Yes, that’s right, writing.
This comes at a time when there is some debate about the Common Core English language arts standards (see here and here, as well as The Atlantic profile of David Coleman, and just about anything our Common Core guru Kathleen Porter-Magee has written) and the first contracts awarded by the Partnership for Assessment of Readiness for College and Career (known, mercifully, as PARCC) to write the ELA tests for the Common Core.
In an educational climate consumed with leaving no child behind and closing achievement gaps, America's highest performing and most promising students have too often been neglected. Our nation's persistent inability to cultivate our high-potential youth—especially tomorrow's leaders in science, technology, entrepreneurship, and other sectors that bear on our long-term prosperity and well-being—poses a critical threat to American competitiveness. EXAM SCHOOLS: Inside America's Most Selective Public High Schools, by Chester E. Finn, Jr. and Jessica A. Hockett, presents a pioneering examination of our nation's most esteemed and selective public high schools—academic institutions committed exclusively to preparing America's best and brightest for college and beyond.
As local school districts prepare to implement the state’s new third-grade reading guarantee, many are bemoaning the increased costs associated with providing more reading assessments and interventions to struggling K-3 readers (as required by law) and retaining more kids. The Ohio School Boards Association called the new law, and specifically its reporting requirements, “an unfunded mandate.”
The legislature did dedicate $13 million in competitive funding to support the new mandate, and last week the State Board of Education mulled recommending $105 million to support the law in the Ohio Department of Education’s FY2014-15 budget request. But would more money make a difference? Let’s take a look at the relationship between funding and reading achievement in the past.
Ohio had a reading guarantee on the books more than a decade ago (it was watered down before taking effect). At that time, with a governor (Taft) who had taken on improving early literacy skills as a primary policy objective and with the state coffers flush, Ohio poured millions into literacy improvement programs and professional development for teachers (via programs like OhioReads, the State Institutes for Reading Instruction, adolescent literacy grants, and summer intervention programs – to say nothing of...