John Chubb is CEO of Leeds Global Partners and a Distinguished Visiting Fellow at the Hoover Institution where he is a member of the Koret Task Force on K-12 Education. He is co-author with Terry Moe of Liberating Learning: Technology, Politics, and the Future of American Education and author of "Overcoming the Governance Challenge in K-12 Online Learning."
If a public school student wants to take an Advanced Placement course from Apex Learning, a respected provider of online AP instruction, who should determine whether the student may do so? Today, the answer is almost uniformly, the local school board (or charter board) that governs the student’s school. Should it be so?
States have long delegated to local boards the authority to determine how students satisfy state standards such as graduation requirements. If a student wants to meet a state standard by some means other than what his or her school is offering, local board policies determine whether the student may. This makes a certain amount of sense. Students and families may want an option of dubious academic value.
But boards may decide these matters with more on...
Guest blogger John Kirtley is the founder of two private equity firms in Tampa, FL. He is the chairman of Step Up For Students, a non-profit that administers the tax credit scholarship program and which now empowers the parents of nearly 40,000 low income Florida children who attend a private school of their choice, and of the Florida Federation for Children, a "527" political organization active in Florida legislative races. He is vice chair of the American Federation For Children, a national parental choice advocacy organization, and also a board member of the Florida Charter School Alliance and the Hillsborough County (Tampa) Education Foundation.
The most important governance question is: “Will low income and working class parents truly direct the taxpayer dollars used to educate their children?”
The definition of “public education” is changing rapidly, even if some don’t want it to. It used to mean giving taxpayer dollars solely to districts to operate all schools, where kids are assigned by zip code. The emerging definition, which I prefer, is using taxpayer dollars to educate children in the best way possible for each of them,...
Harold Kwalwasser was the General Counsel of the Los Angeles Unified School District from 2000-2003. Previously, he had served in the Clinton Administration and as a senior staffer in the California State Senate and the United States Congress. He currently writes and consults on education issues. In 2009-10, he visited 40 high performing and transforming school districts to see what is working in American education as part of his research for his book, Renewal, Remaking America's Schools for the 21st Century, which has just been published by Rowman and Littlefield.
The BIG Question: What’s the most important governance issue?
We have spent most of the last three years watching Congress contemplate reauthorizing No Child Left Behind.
That contemplation has involved endless discussions of all sorts of issues and ideologies, but it has missed what may be the most important question in American public education today: Can we trust school districts to deliver the kind of education we want for our kids?
Does trust matter? Absolutely.
There are two indisputable facts that underscore the importance of trust. On the one hand, there are absolutely terrific districts in this country. They are so good and so effective at teaching every...
Mike and the Heritage Foundation’s Lindsey Burke step outside to debate the place of climate science in standards and whether John Kline’s ESEA proposals stand a chance, while Amber looks at the relative merits of a four-day school week.
The analysis is interesting throughout—it deviates from both “progressive” and “conservative” talking points on key issues. Take five minutes and read the whole thing.
For those of us Relinquishers who see opportunity in moving public schooling from government-operated to government-regulated and non-profit run, lessons abound. For those skeptical of these types of reforms—lessons also abound. See below for the summary of Andrei’s lessons—laced with my takeaways for improving our educational system:
Lesson 1: “First, in all countries in Eastern Europe and the former Soviet Union, economic activity shrunk at the beginning of transition, in...
Mike and Janie make the case for keeping the Education Gadfly Show going with witty analysis of Common Core critics, student discipline follies, and the GOP’s education conundrum. Amber delves into teacher dissatisfaction and Chris asks “What’s up with that?” one last time.
The conventional wisdom among reformers today is that “we know what to do, but we don’t have the political will to do it.” I’d frame it differently: We increasingly have good policies in place, but we don’t know how to turn them into reality. And because most policies aren’t “self-implementing,” we have to solve the problem of “delivery” if reform is going to add up to a hill of beans.
Those of us at the Fordham Institute (and our partners at the Center for American Progress) have been making the case that our governance structures impede our ability to do implementation right. Local school districts—with their elected school boards, susceptibility to interest group capture, and lack of scale—aren’t always inclined or well suited to turn legislative reforms into real change on the ground. I’ve wondered out loud whether we should abolish school districts and run the whole kit and caboodle out of state departments of education.
How about creating a “virtual education ministry” that school districts would choose to associate with voluntarily?
That’s still a tantalizing idea, but probably too radical...
Everyone predicted that Justice Cynthia Kern’s ruling last January to allow the release of the value-added scores for New York City teachers—with the teachers’ names—would set off a firestorm when the names were released (which is what happened when Los Angeles did the same thing in 2010). And it did.
“Teachers will be right in feeling assaulted and compromised,” declared Merryl Tisch, chancellor of New York State’s Board of Regents, just after New York City released some 18,000 teacher evaluations to the public last week.
“The arrogance of some people to say that the parents don't have the ability to look at numbers and put them in context and to make decisions is just astounding to me,” Mayor Michael Bloomberg shot back. “This is about our kids' lives. This is not about anything else.”
It is possible that in a different era, a court might very well have concluded that releasing teachers’ names was quite insane.
That pretty much set the tone for the debate: another assault on teachers versus the public’s right to know. And it turns out that the best ...
Mike and Rick break down the week’s news, from the prospects of John Kline’s ESEA reauthorization proposals to the college-for-all controversy. Amber analyzes the latest report on Milwaukee’s voucher program Chris wonders whether robbing a bank is enough to get a school bus driver fired.
Rethinking Education Governance Session IV: The Way Forward
February 24, 2012
What's next? This panel brings together a group of "big thinkers" to hash out a plan for education governance in the twenty-first century. What should the structure look like? Who should helm the wheel? And how can we bring these thoughts into action? Paul Hill, Kenneth Meier, Jon Schnur, and Paul Pastorek will engage in a roundtable discussion to think through these questions.