Governance

Liam Julian

In 1973 William F. Buckley Jr. gave a speech at the New York Conservative Party's annual dinner in which he addressed the fall of Spiro Agnew, who had resigned his office just five days earlier. ?There was,? Buckley recalled years later, ?a fleeting temptation, encouraged by emissaries of Mr. Agnew, to think him victimized.? The speechmaker resisted temptation. The ?tendency to anthropomorphize our ideals is an American habit that can get us, indeed has just now gotten us, into deep trouble,? Buckley told his audience. How true. And is this troublesome tendency more reliably followed anywhere than in education policy, a storybook realm of heroes and their nemeses?

Look at Michelle Rhee. Here is a well-intentioned but flawed woman who by some bizarre, secret ritual was anointed Chosen One by education ?reformers.? Michelle Rhee was not simply one among many who had little patience for status quo K-12 governance. No, Michelle Rhee became education reform. The two were and still are one?and the same, inseparable. Is she uniquely intelligent? Uniquely courageous? Uniquely successful? She is not. In fact, her avowed monochromatic beliefs?are rather unintelligent, and her recent departure from her post as D.C.'s schools chancellor was?hardly the manifestation of success (and as for being a paragon of courage, come on: if a feisty school superintendent is the new pinnacle of this virtue, Theseus is turning over in his grave, er, temple). Oddly, Rhee's discharge from DCPS has only made her stronger; she has become the still-alive-yet-martyred anthropomorphism, if that's...

As Peter noted earlier, we're witnessing something rare in New York right now ? a Democratic governor cutting budgets, pushing for property tax caps, even targeting education spending for aggressive reductions. With a $10 billion budget deficit and all its Federal stimulus funding squandered, this may be just what the state needs.

What is perhaps most laudable in Andrew Cuomo's proposed budget is that he seems to be taking the crisis as a chance to bend the cost curve in government for good, taking on basic funding formulas in addition to proposing temporary cuts.?What's not clear, however, is that he, the legislature, public-sector unions, or other players in the state are thinking creatively enough about how to re-envision how government works.

On Monday, Lou Gerstner, former CEO of IBM, had an op-ed in the Wall Street Journal arguing for just this kind of restructuring, and one of his fundamental tenets is, ?Focus on programs, not costs.? In a previous life, when I was a management consultant, this was my dogma. If tasked with cutting 5% of a business unit's budget for a client, my first step was to think about how I would fulfill that unit's mission if I had to start from scratch. If I could succeed in reinventing a process or two more cost-effectively, I could usually make cuts while improving operations ? not making things worse.

At least when it comes to schools, the powers that be in...

I was just finishing up my ?Sunday morning, big picture memo about school district priorities when the phone rang.

I should know better by now than to answer a phone on Sunday morning.? But I did.

It was Ken*, my son's one-time classmate and a member of the memorable 3rd grade basketball team I had coached -? what I remember is that the kids, three of them sons of state troopers, spent more time fighting each other than the other team ? almost ten years before. ?I had recently helped bail one of those kids, now 19 and not a trooper's son, out of jail.

I had run into Ken a few months earlier, and we caught up a bit. He had been a wonderful athlete,?though shy?and unassuming on the court, and not a fighter.? An African-American, he too was now 19, unemployed, the father of a two-year-old and living with his girl friend ?in one of our town's many subsidized housing units. Nothing unusual there. He had said he was getting his GED and wanted to go to college and I had told him to let me know if he needed a reference and gave him my number.? And that's what I expected him to be asking for when I heard his voice yesterday.

Instead, he told me that his mother and younger brother were being evicted from their HUD-operated, low-income housing apartment.? Could I help?

I knew how this would go if I...

Liam Julian

Arne Duncan was in Minnesota last week. He talked of a ?sense of urgency.? And he talked about how Minnesota, which has a large achievement gap, really should feel terrible about it and should be doing more to shrink it. At what point will we stop speaking about, or at least focusing-on-cum-obsessing-over,?this gap? More specifically, when will federal politicians quit haranguing states, state politicians quit haranguing districts, about a failure to close it? Was nothing learned from the failures of, and the intellectual stupor and enforced fantastical groupthink surrounding, No Child Left Behind?

New Jersey includes some of the richest neighborhoods in the country and some of the poorest. It also has the nation's biggest achievement gap. Coincidence? Unlikely. Are states with smaller gaps necessarily doing a better job than New Jersey of managing such gaps, or are their populations perhaps, simply and by chance, less socioeconomically riven? Furthermore, is it appropriate to point out achievement gaps at the state level? States are massive. Might it not be smarter to evaluate gaps in individual schools, say, where problems, if they exist, could be identified and not guessed at, and interventions, if needed, more wisely applied? And, as everyone with a brain knows, there is more than one way to close a gap: Simply put, you can either speed up progress at the bottom or slow it at the top. Is the latter method desirable? Some say yes. Others say no. So there is no concordance there.

...

Foreword by Chester E. Finn, Jr. and Amber M. Winkler

This study from the Thomas B. Fordham Institute finds that low-performing public schools—both charter and traditional district schools—are stubbornly resistant to significant change. After identifying more than 2,000 low-performing charter and district schools across ten states, analyst David Stuit tracked them from 2003-04 through 2008-09 to determine how many were turned around, shut down, or remained low-performing. Results were generally dismal. Seventy-two percent of the original low-performing charters remained in operation—and remained low-performing—five years later. So did 80 percent of district schools. Read on to learn more—including results from the ten states.

Press Release

This study from the Fordham Institute tackles a key question: Which of thirty major U.S. cities have cultivated a healthy environment for school reform to flourish (and which have not)? Nine reform-friendly locales surged to the front: New Orleans, Washington D.C., New York City, Denver, Jacksonville, Charlotte, Austin, Houston, and Fort Worth. Trailing far behind were San Jose, San Diego, Albany, Philadelphia, Gary, and Detroit. Read on to learn more.

Press release
 

 

City Profiles:

...
Albany, NY Columbus, OH Gary, IN Milwaukee, WI San Antonio, TX
Austin, TX Dallas, TX Houston, TX New Orleans, LA San Diego, CA
Baltimore, MD

The "common core" state standards for grades K-12 have been released. Some states have already adopted them. Others are considering this step. Much will need to happen if these standards and related assessments are to get traction in American education over the next few years. But we at the Fordham Institute are looking even further ahead: we’re considering the issues that will determine the long-term viability of this endeavor. Simply stated: in 2020, who will be in charge of the common standards-and-testing effort? How will this work? Who will pay for it?

To spur discussion and smart thinking about these crucial issues, we commissioned a set of background papers from authoritative observers and analysts. Read on to find out what they have to say.

The Oversight of State Standards and Assessment Programs: Perspectives from a Former State Assessment Director
Pasquale J. DeVito, Ph.D.
Director, Massachusetts Comprehensive Assessment Program (MCAS)
Measured Progress

Networked Governance in Three Policy Areas with Implications for the Common Core State Standards Initiative
Paul Manna
Associate Professor, Department of Government
Thomas Jefferson Program in Public Policy
College of William and Mary

E Pluribus Unum in Education? Governance Models for National Standards and Assessments: Looking Beyond the World of K-12 Schooling
Patrick McGuinn
Associate Professor, Departments of Political Science and Education
Drew University

What Can the Common Core State Standards...

Pages