Digital Learning: The Future of Schooling? Session 1
May 24, 2012
Join us for this important, nonpartisan event about digital learning and where it will take education in Ohio -- and the nation -- in the years to come. National and state-based education experts and policymakers will debate and discuss digital learning in the context of the Common Core academic standards initiatives, teacher evaluations and school accountability, governance challenges and opportunities, and school funding and spending.
Mike and Education Sector’s John Chubb analyze Mitt Romney’s brand-new education plan and what RTTT will look like for districts. Amber considers whether competition among schools really spurs improvement.
Fordham’s latest publication "Future Shock: Early Common Core Implementation Lessons from Ohio" reports Ohio’s progress in implementing the Common Core State Standards (CCSS). Fordham selected award-winning journalist Ellen Belcher to interview fifteen educators to elicit on-the-ground responses about how well the Common Core is being implemented. We encourage you to read the entire report, which can be downloaded here. But to whet your appetite, we provide here a short summary and a few quotes that illustrate the unifying themes of this report.
Adopted by the Buckeye State in 2010 and to be implemented starting in 2014-15, CCSS establishes a framework for what K-12 students across the country are expected to learn. For many students, CCSS will raise their standard of learning, and our interviewees universally champion these higher standards. The transition to the more demanding standards also concerns educators, who worry about anything from training teachers to online assessments to purchasing textbooks. Kimbre Lange, an Oakwood City Schools teacher, sums up educators’ optimism for the Core but peppered with caution: "We all get the big picture, but the devil is in the details."
Today marks the fifty-eighth anniversary of the Brown v. Board of Education decision, so it’s fitting that the lead article in this morning’s New York Times is about America’s growing diversity. “Whites Account for Under Half of Births in U.S.,” the headline reads. The story immediately focuses on the issue of schools. “The United States has a spotty record educating minority youth; will older Americans balk at paying to educate a younger generation that looks less like themselves? And while the increasingly diverse young population is a potential engine of growth, will it become a burden if it is not properly educated?” Good questions.
Yet, despite our student population’s diversity, the number of diverse schools, as imagined by Brown, remains limited. Upwards of 40 percent of black and Latino students still attend racially isolated schools (where white pupils represent less than 10 percent of the enrollment). And the average black or Latino student attends a school...
Last Friday, Achieve released the first draft (of three) of the Next Generation Science Standards (NGSS), an attempt to create “common,” multi-state standards for that critical subject. Using a framework developed by the National Research Council (and reviewed fairly favorably by Fordham last fall), experts from twenty-six states worked with Achieve to draft the new standards, said to be “rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally-benchmarked science education.” It remains to be seen whether these common standards will avoid the pitfalls that plague too many state standards (Fordham will offer its own feedback to the drafters in a few weeks). "Commonness" alone doesn't guarantee they will be better than the status quo. Still, this is an important step in a multi-year process that, done properly, may significantly alter U.S. science education. The timing is right because, regardless of how the NGSS drafts stack up, something needs to change. Our recent study of state science standards revealed a dismal situation: A majority of states received a D or F grade in the review, with the national average a low C. By this...
Checker joins Mike on the podcast to recount his recent investigation of Asian gifted education and predict the outcome of California’s waiver gambit, while Amber has some issues with a recent report on the Common Core’s potential.
Fordham has commissioned the former editorial page editor of the Dayton Daily News, Ellen Belcher, to interview educators from across Ohio to learn about their hopes and concerns per early efforts to implement the Common Core in their districts and schools.
The report, Future Shock: Early Common Core Lessons from Ohio Implementers, will be released next week, but some of Belcher’s findings are worth reporting early because this is such a burning issue for schools and educators across the state. Here is a quick sample of some of what Belcher discovered in speaking with real educators working in real schools to implement the Common Core in the Buckeye State:
Educators see the “big picture,” the “global” problems that the Common Core aims to address ( i.e. U.S. students’ lackluster performance among their international competitors and the large number of high-school graduates who are not prepared for college or a career).
A common language around the Common Core is being widely used. The educators spoke of
An independent task force on U.S. Education Reform and National Security brought together by the Council on Foreign Relations released a report in March that found that "the United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role."
These findings may be disconcerting, but they're not new. Politicians, policymakers, educators, parents, and even students have long understood that far too many American students leave high school without having mastered the essential knowledge and skills they need to succeed in college and on the job.
There is no shortage of reforms put forth by earnest education advocates eager to improve student achievement. But who is right?
Of course, there is no shortage of reforms put forth by earnest education advocates eager to improve student achievement. Many believe that small classes are our best route to closing the achievement gap. Others feel similarly about setting clear and rigorous standards. And still others push for accountability reforms that use results from assessments to hold students, teachers, and leaders accountable.
Who is right?
There is a saying among high performing schools that there is no 100...