Democracy Prep is expanding in a novel way next school year ? by taking over a failing charter school at its authorizer's behest. SUNY was set to deny Harlem Day Charter School's charter but instead asked for proposals to turn the school around. Democracy Prep stepped up.

It's a huge risk. By and large, turnarounds are unsuccessful. For Democracy Prep, which had the city's highest progress report score for a middle school last year, this would be its first attempt at a turnaround. In New York City, the Bloomberg administration has relied largely on shutting failing schools down and re-starting from scratch, a method that critics say disperses the neediest children and destabilizes communities. Under Mr. Lambert's plan, the students stay put, and the management and board are wiped out.

It's great to see "acquisitions" like this one. Democracy Prep is a solid performer, and this gives them a new school complete with kids, parent and community recognition, and some momentum. Clearly it comes with challenges as well, however, with more than 40% of their kids being held back to repeat a grade. The question this raises for me is, why do we wait to talk about these kinds of takeovers until a school is failing?

Entrepreneurs, charter school founders among them, start businesses for many reasons. Not all of them are great long-term managers. Instead, what the most successful of them have is a keen sense of the needs of customers and stakeholders and the ability...

After the sweetness-and-nice between New York State Education Department (NYSED) and the New York State United Teachers ?(NYSUT) to win $700 million from the federal Race to the Top fund last year (see my Education Next story), NYSUT yesterday sued the state's Board of Regents and NYSED's acting commissioner John King over the decision last May to ratchet up the importance of student test scores in a teacher's annual evaluation.

Rick Karlin of the Albany Times Union, says it's the first time in four decades that NYSUT has sued the Regents, which isn't surprising since NYSUT is used to getting its way (see this 2008 NYSUT victory pronouncement).? According to Karlin, ?NYSUT initially agreed to a plan in which improvement in state-issued tests would count for 20 percent of a teacher's evaluation. But that was later increased to 40 percent, which NYSUT contends came out of the blue.?

The union's precipitous fall from grace was made painfully apparent when even the Democratic Governor, traditionally a NYSUT ally, weighed in on the matter. In fact, Andrew Cuomo helped move the student score needle up, writing in a letter to the Regents just before their May vote, ?This change would ensure that greater balance is struck between using objective teacher evaluation measures?and subjective teacher evaluation measures.?


In a press release from the Foundation for Education Reform & Accountability, Jason Brooks calls the suit ?an act of desperation?:

The state legislative session has


While everyone is following New Jersey's public union bombshell vote, my friend E.J. McMahon of the Empire Center in Albany reports on a new maneuver by the New York State United Teachers to end run? the property tax cap being promoted by new Governor Andrew Cuomo.? ?As McMahon says, the cap is not even through the state legislature yet and NYSUT is trying to circumvent it:

An egregious fiscal abuse on its own terms, the bill (S.4067-A) would allow school districts across the state (except for New York City) to issue 15-year bonds to cover a portion of their rising teacher pension costs over the next several years ? at least $1 billion in all, by one estimate.? The measure was introduced two months ago at the behest of the New York State United Teachers (NYSUT) as a way of reducing pressure on teachers to make contract concessions.

The drama in Albany continues.

--Peter Meyer, Bernard Lee Schwartz Policy Fellow

Don't miss this morning's front-page New York Times story on public unions. ?Writer Charles Duhigg offers a comprehensive report on the mess we've gotten ourselves into by giving away public money, we now don't have, to public unions, which want more.? Duhigg understands the fundamental, and anti-democratic,? paradox in public unions' DNA:

[P]ublic workers have a unique relationship with elected officials, because government employees are effectively negotiating with bosses whom they can campaign to vote out of office if they don't get what they want. Private unions, in contrast, don't usually have the power to fire their members' employers.

Therein lies a problem.

--Peter Meyer, Bernard Lee Schwartz Policy Fellow

2011 may already be a banner year for education reform (in part thanks to the foundation laid in 2010). Policymakers and education activists in many states (and in D.C.) have just cause to smile?and to soak in the victories that have been won. But don't assume that these victories will be long-held?or that they will spell great change for our hobbling education system?without targeted and sweeping changes to the nation's education governance structure. We can no longer ignore our antiquated governance arrangement?no matter if the subject bores us or we view attempts to change it as politically futile.

So says Checker Finn in the journal Defining Ideas, a Hoover Institution Journal, released today.

He goes on to explain whence our current one-size-fits-all model of schooling originated?and why it's such a lemon now. Yet, despite all this, Finn notes that ?structural change in education is not totally impossible.? It'll be a hard squeeze?and will require not just the creation of lemonade but the planting of a whole new orchard of different fruits.

Finn further outlines what a new governance arrangement might look like, at least in part:

With the governor squarely in charge of education, states would wield most of the authority and provide most of the money, but those dollars would follow kids to the schools of their choice, which would largely run themselves, selecting their staffs, managing their budgets, etc. Most would be brick and mortar structures but many classes would be online. Some schools


Pennsylvania is trying to fix a thorny problem with virtual schools. If two kids attend a virtual school, one from a high spending district that sends along $10,000 in their backpack to the virtual school, and another from low spending district that sends $6,000, the former child's district is subsidizing the latter's education. It's a tough issue.

The solution proposed on Monday by Rep. James Roebuck (D-Phila.) is extreme, however. He proposes that the state pay the entire bill for virtual-school students, as well as youngsters in traditional charter schools, leaving more resources to educate fewer kids in district schools. Since there's on a finite amount of money available for public education in the state, this short-changes children who attend schools of choice.?The proposal also defeats one of the purposes of school choice: competition for students and the resources to educate them.

Virtual schools present some unique governance and school-finance challenges, but rewarding districts for failing to serve kids effectively is not a good solution. Instead, Pennsylvania legislators should develop a financing system where the state steps in to correct disparities but still allows as much local funding as possible to follow a child wherever he or she goes in the education system. Pennsylvania's citizens are taxed to provide resources for all children in public schools, not to preserve buildings and jobs in the traditional system of district schools.

?Chris Tessone...

Or is it the shame of New York?? One can never be sure.

According to Barbara Martinez in the Wall Street Journal, Gotham's four-year graduation rates are soaring, to a record 65% -- or so says Mayor Michael Bloomberg.? ?A great day for NYC? Yes and No. As Martinez says,

The enthusiasm was damped somewhat by the [New York] state Department of Education, which pointed out that most of the graduates weren't ready for college. In New York City, only 35% of those who graduated were deemed prepared for college. The state defines college readiness as achieving a score of 80 or better on the state math Regents exam and 75 or better on the English Regents exam.

I like Bloomberg ? and not just because he is rich and shorter than I am.? He is not defensive.? "Is it adequate? No," he said about the new graduation stats, but "getting a high-school diploma is a very big deal."

I happen to believe that Bloomberg (and Joel Klein) transformed ?a rinky-dink candy store,? as he once described the education system he inherited in 2001, into something more like a Target.? It's cool. It's red. Yes, there are still candy-store fans, but, bottom line, education in New York City is better than it has been in decades. And Bloomberg, to his credit, despite a stumble with Cathy Black, has not backed down on his promise to be an education mayor ? to take responsibility for education outcomes....