Governance

By Daniela Doyle and Gillian Locke, Public Impact
Foreword By Chester E. Finn, Jr. and Amber M. Northern

A school’s leader matters enormously to its success and that of its students and teachers. But how well are U.S. districts identifying, recruiting, selecting, and placing the best possible candidates in principals’ offices? To what extent do their practices enable them to find and hire great school leaders? To what degree is the principal’s job itself designed to attract outstanding candidates?

In Lacking Leaders: The Challenges of Principal Recruitment, Selection, and Placement, authors Daniela Doyle and Gillian Locke examine five urban school districts that have sought to improve their principal-hiring processes in recent years. They find some strengths—but also plenty of challenges:

  • The principalship is a high-pressure job in which the school head’s authority is generally not commensurate with his or her responsibility. It’s also a job that does not pay very well. Put these shortcomings together and it’s not surprising that many high-ability individuals are loath to seek such a position.
  • Recruitment of leadership talent beyond a district’s own boundaries is limited and uneven. Most principals are therefore selected
  • ...

In which Michelle admonishes Governor Jindal

Michelle and Brickman discuss pausing accountability while states transition to the Common Core, the perils of playing politics with Eva Moskowitz, and Governor Bobby Jindal’s Common Core bluster. Amber schools us on teacher prep.

Amber's Research Minute

2014 Teacher Prep Review: A Review of the Nation’s Teacher Preparation Programs by Julie Greenberg, Kate Walsh, and Arthur McKee, (Washington, D.C.: National Council on Teacher Quality, June 2014).

Robert Hanna

Andy Smarick and Juliet Square recently published a report arguing that state education agencies, or SEAs, lack the expertise needed to implement today’s education reforms. Federal policymakers expected SEAs to be “compliance examiners,” focused on monitoring districts’ use of federal education funds, they wrote. The authors argue that many of SEAs’ successes are limited to compliance and that SEAs are not capable of meeting the additional demands of educational innovation and reform. In a related blog post by Smarick, he refers to compliance and monitoring as being in the SEA’s “DNA structure.”

If compliance is really in SEAs’ DNA, did the federal government get the gene sequencing wrong?

Today, the Center for American Progress released three reports about the ways in which SEAs work within the current education governance system. The reports identify innovative approaches to changing the genetic code of SEAs given current demands for far-reaching education reforms. We argue that despite barriers, real or perceived, there are more effective ways for states to meet these demands—and that both federal policymakers and state leaders have roles to play.

As education policy researcher Patrick Murphy describes in his report, federal...

The World Cup vs. Underwear Models

Amber and Michelle talk teacher tenure, selective high schools, and the stunning upset of Eric Cantor. Dara takes over the Research Minute with a study on whether vouchers "cherry pick" the best students.

Amber's Research Minute

Contexts Matter: Selection in Means-Tested School Voucher Programs,” by Cassandra M. D. Hart, Educational Evaluation and Policy Analysis 26(2), June 2014: 186–206.

Like many states, Ohio has lately undertaken a slew of ambitious but much-needed K–12 education reforms. In the Buckeye State, these include ratcheting up academic-content standards (e.g., Ohio’s New Learning Standards, which includes the Common Core State Standards for math and English language arts), bringing new assessments online, putting in place new accountability measures, and expanding and ensuring quality school choices for parents and students. Taken together, these changes are significantly changing the ecosystem of Ohio’s public schools.

The spring session of the Ohio General Assembly generated few significant new reforms. But lawmakers pulled off a mostly commendable nip-and-tuck job on those already adopted. They fine-tuned several big reform initiatives in ways that should help schools put them into practice. They also improved accountability for Ohio’s school-choice programs. The Mid-Biennium Review bills (House Bills 483 and 487) now await the signature of Governor Kasich. Here we discuss the most substantive policy issues (save for teacher evaluations, which are discussed in the following piece).

Pausing Accountability

The General Assembly reasserted Ohio’s commitment to the Common Core and to the PARCC assessments. But it prudently slowed things down a bit. To help schools adjust to these new...

Joe Siedlecki

Here follows the tenth entry in Fordham’s “Charter School Policy Wonk-a-Thon,” in which Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to take a stab at explaining why some cities’ charter sectors outpace their district schools while others fall behind.

In a recent column for USA Today, AEI’s Rick Hess and Michael McShane argued that “creeping bureaucratization and regulation are endangering the entire charter school movement.” I’d argue the opposite: the real danger to the charter movement is lack of effective regulatory enforcement.

In their column, Hess and McShane put the best possible face on charter successes:

Objective analysis has also found charter schools to be successful, particularly with students from low income backgrounds. In 2013, researchers at Stanford University studied charter schools in twenty-seven states and found that, on average, students in charter schools outperform traditional public school students in reading and do about the same in math. Students below the poverty line and African American students were both found to fare better in charter than in public schools when their standardized test scores were disaggregated.

Certainly there have been sector-wide improvements since 2009, when the Center for Research on Education Outcomes...

Six inches of squish

On this week's podcast: A lunch fight, a School Choice Ohio lawsuit, the DOE's My Brother's Keeper initiative, and Amber reviews NCTQ's Roll Call report.

Amber's Research Minute

Roll Call: The Importance of Teacher Attendance by Nithya Joseph, Nancy Waymack, and Daniel Zielaski, (Washington, D.C.: National Council on Teacher Quality, June 2014).

Here follows the second entry in Fordham’s “Charter School Policy Wonk-a-Thon,” in which Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to take a stab at explaining why some charter sectors outpace their local district schools while others are falling behind.

If I were made omnipotent for a day and charged with creating a single high-performing city charter sector, my playbook would probably look similar to that of other charter supporters…but with one major exception.

Here’s what I’d do based on the lessons of the last two decades.

Acquire as much educator talent as possible

No system of schools can thrive without the best teachers and school leaders. New York City (during its Klein-era heyday), Boston, and New Orleans have been magnets for talents, and they’ve benefitted accordingly. National organizations such as Teach For America and TNTP have been indispensable educator pipelines in leading cities, and a number of homegrown initiatives have also been valuable.

Recruit and build high-quality school operators

Blessedly, we finally have a critical mass of organizations that can start and operate high-performing, high-poverty urban schools. Cities with outstanding CMOs such as KIPP, Uncommon, and Achievement First have a huge head...

Last week, I participated in two events that challenged my ideas on one of urban education’s trickiest and most combustible issues.

Those who know only a caricatured version of my views might be surprised by both the subject and those who’ve caused my ruminations. But I wrestled with this issue in my book, and while I don’t always see eye-to-eye with my interlocutors of last week, they have valuable insights into this issue.

I’m writing about it here both because it’s important and because, frankly, I need help figuring out the right answer.

The question is, “How do we protect the ‘public’ in public education?”

On Wednesday, I participated in this discussion at the AFT’s Shanker Institute. At a conference the following day, I moderated a conversation between urban school leaders, and similar issues kept bubbling up.

There are many ways to define a school’s “public-ness” (Rick Hess expertly unbundles the issues here). But the aspect I’m most concerned about relates to governance, whether the public—the adults in the geographic area served by the system of schools—is able to shape the contours of the...

The Massachusetts Business Alliance for Education was born in response to A Nation at Risk, and in a 1991 report, it pointed the way toward the Bay State's much-praised 1993 education-reform act. What happened thereafter is widely known: with an entire suite of reforms in place, the “Massachusetts Miracle” propelled that state to a level of educational performance that rivaled leading nations elsewhere on the globe. The past few years, however, have seen some stagnation and backsliding on the ed-reform front in the Bay State, and the MBAE recognized that the time has come for a new kick in the pants. So they engaged Sir Michael Barber and his Brightlines colleague, Simon Day, to prepare the present report, a status update and road map to the future. Even a jaded report reader might fairly term the result thrilling. It acknowledges the stagnation problem and depicts six gaps as the main challenges facing Massachusetts: the employability gap (the dearth of needed skills for success in the modern economy); the knowledge gap (a lack of crucial Hirsch-style content); the achievement gap (similar to NCLB concerns); the opportunity gap (i.e., poor kids don’t get a fair shake); the global gap (the state will...

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