Governance

By the Company it Keeps: Tim Daly

I’ve known Mashea Ashton on and off for almost a decade. We’ve done charter school stuff together and crossed paths in various other pursuits. I always liked and respected her a great deal. In my mind she was good people.

Marc Porter Magee 50CAN

But through a fellowship program, I got to know Mashea even better. And for that I’m eternally grateful. Seldom will you come across someone with so much ability and yet so much humility. She is reflective and kind to the core, and she does this work with a quiet passion.

As you’ll see in the questions, Mashea has just about done it all. She’s worked for some of the most influential ed-reform organizations, and she’s currently leading a major effort in one of America’s most prominent ed-reform cities.

But you’ll also see in her answers how she manages to avoid the limelight: by simply being decent and modest and giving others credit.

And that is why I love doing these interviews: to show why our movement is so strong and to draw attention to those who so richly deserve it.

Ladies and gentlemen: the wonderful Mashea Ashton.

What makes you most proud of the Newark Charter School Fund?

I’m most proud of the...

Antonio Gramsci
Sometimes, it helps to just laugh.
Photo by Nomadic Lass

The ESEA-reauthorization bill released by Senate HELP committee Chairman Tom Harkin this week is advertised as getting “the federal government out of the business of ‘micromanaging’ schools’” and offering states significant “flexibility.” As I told the New York Times, that claim is laughable. Here are forty policy questions which Chairman Harkin could have let states or local school districts answer, but didn’t. (In contrast, Senator Lamar Alexander’s bill remains silent on all forty, leaving these issues to the states or localities.)

Early Childhood Guidelines and Standards

1.   States must adopt “early learning guidelines” that address “infants, toddlers, and pre-school age children.”
2.   The guidelines must address “language, literacy, mathematics, creative arts, science, social studies, social and emotional development, approaches to learning, and physical and health development” for “each age group.”
3.   The guidelines must “address the cultural and linguistic diversity and the diverse abilities of young children.”
4.   States must also adopt “early grade standards” for Kindergarten through third grade.
5.   The standards must address “language, literacy, mathematics, creative arts, science, social studies, social and emotional development, approaches to learning, and physical and health development.”
6.   The standards must also “address cultural, linguistic, and ability level diversity.”

...

There’s no shortage of bad news in education these days, nor any dearth of stasis, but at least education reform is a lively, forward-looking enterprise that gets positive juices flowing in many people and that is leading to promising changes across many parts of the K–12 system. We are focused on making things better—via stronger standards (Common Core), greater parental choice (vouchers, charters, and more), more effective teachers (upgrading preparation programs, devising new evaluation regimens) and lots else.

The big squeeze

When it comes to pension reform in the education realm, however, it’s hard to stay positive. Here, we’re saddled with a bona fide fiscal calamity (up to a trillion dollars in unfunded liabilities by some counts) and no consensus about how to rectify the situation. No matter how one slices and dices this problem, somebody ends up paying in ways they won’t like and perhaps shouldn’t have to bear. All we can say is that some options are less bad than others.

Today’s new Fordham study examines how three cities (and their states) are apportioning the misery—or failing to do so. This analysis pulls no cheery rabbits out of a dark hat, but it definitely illustrates the nature and scale of the pension-funding problem and describes a couple of painful yet, in their ways, promising solutions (or partial solutions) to it. As you will...

After a judge ruled last year that Los Angeles was in violation of the Stull Act—a forty-year-old state law signed by Governor Ronald Reagan requiring that principal and teacher evaluations include student-achievement measures, and spurred on by Los Angeles’s ongoing attempt at obtaining a district-level NCLB waiver, Los Angeles Superintendent John Deasy announced that, as of next year, the district will “fully implement the evaluation changes” tested in an ongoing pilot program.

After three years of failed negotiations and angst galore, New York City has a teacher-evaluation plan. Teachers’ evaluation ratings will be comprised of student-test scores (20 to 25 percent), school-established measures (15 to 20 percent), and in-class or video-recorded observations (55 to 60 percent). But don’t break out the celebratory flan just yet! Some are balking at plans to assess subjects like art, gym, and foreign languages, and at least one mayoral candidate has already come out against the plan.

On Tuesday, D.C. councilmember David Catania announced seven proposals that could reform the District’s public education system dramatically—including a five-year facility plan and a process for handing over surplus buildings to charters. For her part, Chancellor Kaya Henderson expressed interest in some pieces (e.g., more money to low-performing high schools) but resisted the more dramatic ones (e.g., a set metric that would mandate closure for consistently underperforming schools)....

By the Company it Keeps: Tim Daly

Robin Lake is the Director of the Center for Reinventing Public Education (CRPE) at the University of Washington. I’m personally indebted to her, because for more than a decade, my thinking has been consistently informed, influenced, and improved by CRPE’s work. Robin has been instrumental to CRPE’s most important contributions, including extensive research on charter schooling and hands-on support for districts attempting the groundbreaking “portfolio” concept.

Robin Lake CRPE

She has published on issues as diverse as special education, turnarounds, accountability, innovation, LIFO, SEA reform, and governance. Her counsel is sought by organizations across our field and by policymakers of all stripes.

And she’s just a really good person. Everyone likes and respects Robin, especially those who know her best. I’ve admired her thoughtful, sensible approach to this work and her honest, down-to-earth interactions with friends and colleagues.

Her responses will give you a flavor for her many other strengths. She’s sharp, modest, open, honest, and really funny.

Now she’s TOTALLY wrong about her critiques of my book, which is perfect in every way imaginable. But I won’t hold that against her, especially because her answer to my Slaughter/Sandberg question is hilarious, and her analyses of Ronaldo’s dancing, Messi’s godliness, and Beckham’s tattoos are spot on.

So with no further...

According to the authors of The SEA of the Future: Leveraging Performance Management to Support School Improvement, the federal government and state legislatures have asked State Education Agencies (SEAs) to be take a bigger role in improving schools. In the Buckeye State, the SEA is the Ohio Department of Education (ODE). To meet these increasing demands, the authors suggest SEAs transition into a performance management system, a system defined by high standards and goals, the systematic assessment of the organization’s progress, and a willingness to continuously improve and adopt new strategies.

In three interconnected essays, the authors, who are mostly affiliated with the University of Washington's Center for Reinventing Public Education, share what they believe to be the necessary steps to build a successful performance management system: (1) changing the system of support that an SEA offers to improve the organizational capacity of local districts and schools, (2) funneling resources to support the policies necessary to enact district-level change, and (3) engaging stakeholders such as governors, legislators, and advocates to help sustain the decisions made by SEA leaders. The key takeaway is that a successful SEA must be willing to change and respond to the needs of its districts and schools, while being unburdened by the status quo.

As cities in Ohio become leaders in education reform, it is becoming increasingly necessary for ODE to help support and sustain these policy reforms. Fortunately, state superintendent Dick Ross has a track record of innovating at the district level...

This week I am joining members of CEE-Trust for a conversation on some of the nation’s most promising city-based school reform efforts. CEE-Trust is a coalition of 33 reform organizations like MindTrust in Indianapolis, Mayor Karl Dean in Nashville, Charter School Partners in Minneapolis, New Schools for New Orleans, and the Rogers Family Foundation in Oakland. Fordham is a founding member, and this is one of my absolutely favorite groups to spend time with because the people involved are leading implementers and practitioners of school reform. They are all doers.

In years past I always left the CEE-Trust meetings wishing more were happening in Ohio’s cities. But, this year is different. Ohio’s big cities are rapidly becoming leaders in school reform. In fact, I’d argue there is no state with three major cities doing more than what is happening in Cleveland, Columbus and Cincinnati. Consider the following.

CLEVELAND

In early 2012 Mayor Frank Jackson (who appoints the school board) unveiled his “Plan for Transforming Schools.” The Jackson Plan required changes to state law and in July 2012 Governor Kasich signed House Bill 525, which gave the Cleveland Metropolitan School District and its superintendent Eric Gordon new flexibilities to deal with the city’s long-suffering schools. Key elements of the plan included:

  • Keeping high-performing and specialized teachers during layoffs by making tenure and seniority only secondary factors in those personnel decisions.
  • Paying teachers on a “differentiated” salary schedule based on performance, special skills and duties, as opposed to years of
  • ...

In both our role as researchers and as a charter school authorizer we have come to appreciate over-and-over again the critical importance of school leaders in making schools great. Yet, there is no harder job than running a successful school building for high-poverty students; nor a more important job. We are fortunate that some of these leaders work in schools that Fordham sponsors and it is our privilege to tell a little bit of their stories and the impact they are having on students in Ohio.

Today’s Q&A is with Rick Bowman, the superintendent of Sciotoville Community School, located in rural Southern Ohio. Tragically, we recently learned that Quintin Howard, a 17-year-old senior at Sciotoville passed away in a single vehicle accident on May 25th. At a candlelight vigil for Mr. Howard, Bowman led a prayer and encouraged the community saying “This is a family. They’re not going to be alone. They’re going to have all of us, and we’re going to have each other to work together to get through this very difficult time.” This is a reminder that school leaders are not only a school’s chief executive and chief academic officer. Sometimes, they’re a community’s consoler-in-chief.

For additional context on Sciotoville, see our documentary The Tartans, which can be viewed here. This is the seventh of our seven-part series on school leadership. (Please see our past Q&As with Dr. Glenda Brown, Andy Boy, Dr. Judy Hennessey, Hannah Powell Tuney, Chad Webb, and T.J. Wallace.)...

Last Friday, as I was about to board a plane, I read an article about an exciting initiative being launched in Washington, D.C.

During the flight, I drafted a long, gushing piece, praising Abigail Smith, the new deputy mayor for education, and arguing that D.C. was becoming the most important city for systemic reform after New Orleans.

Upon landing, I was on the verge of posting the piece when I saw another D.C. schools announcement.

This one took the wind from my sails.

I sadly shelved the paean.

Here’s the story: D.C. has recently undertaken two invaluable reforms that, when combined with the city’s other systemic features, place D.C. on the brink of becoming the urban school system of the future.

But a third announcement shows that some city leaders are still tragically wedded to the old, failed approach.

I’ll start with the good news, then the bad, and end with a recommendation for solidifying D.C.’s place as a national model for systemic reform.

The Mayor’s Office announced that unused district facilities will be made available to charters (with a preference for high performers) and that the city will establish a common enrollment system for district and charter public schools. Kudos to Smith and all involved.

When you add this to what the city already has, you can see the outlines of a true “system of schools.” D.C. has an independent charter sector (charters are authorized by a non-district entity) that is large, growing, and has...

This week I am joining members of CEE-Trust for a conversation on some of the nation’s most promising city-based school reform efforts. CEE-Trust is a coalition of 33 reform organizations like MindTrust in Indianapolis, Mayor Karl Dean in Nashville, Charter School Partners in Minneapolis, New Schools for New Orleans, and the Rogers Family Foundation in Oakland. Fordham is a founding member, and this is one of my absolutely favorite groups to spend time with because the people involved are leading implementers and practitioners of school reform. They are all doers.

In years past I always left the CEE-Trust meetings wishing more were happening in Ohio’s cities. But, this year is different. Ohio’s big cities are rapidly becoming leaders in school reform. In fact, I’d argue there is no state with three major cities doing more than what is happening in Cleveland, Columbus and Cincinnati. Consider the following.

Cleveland: In early 2012 Mayor Frank Jackson (who appoints the school board) unveiled his “Plan for Transforming Schools.” The Jackson Plan required changes to state law and in July 2012 Governor Kasich signed House Bill 525, which gave the Cleveland Metropolitan School District and its superintendent Eric Gordon new flexibilities to deal with the city’s long-suffering schools. Key elements of the plan included:

  • Keeping high-performing and specialized teachers during layoffs by making tenure and seniority only secondary factors in those personnel decisions.
  • Paying teachers on a “differentiated” salary schedule based on performance, special skills and duties, as opposed to years of
  • ...

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