Bill Gates just released his foundation’s annual letter, and he summarizes the edu-important parts here. He focuses on the findings of the gigantic MET study. While I’m happy that he is personally publicizing what they learned about teacher effectiveness, this short piece only underscores the concerns I raised here. Implementing the study’s findings is the tough part, but his only reference to that is a glancing blow about budgeting. I really hope they have a detailed, coordinated plan in place.
Check out a smart piece by Checker on the very important issue of cut scores for common assessments. This is one of the issues that, if mishandled, may contribute to the centrifugal force pulling the testing consortia—and Common Core—apart. (Cost may prove to be another.) If you think I’m mother hen-ing this thing, consider Alabama’s recent decision to drop out…
According to Politics K–12, a number of House GOP leaders are charging that the Administration is standing in the way of students hoping to participate in the D.C. scholarship program. This program, which allows a small number of D.C. kids to choose nonpublic schools, seems to always be on its last legs. Kudos to Speaker Boehner et GOP al. for continuously patching it up and fighting for the kids it might serve. As my book, The Urban School System of the Future,
How are districts supposed to pay for all these new extracurricular options?
Photo by y.accesslab.
Let me acknowledge—sincerely—that I love wheelchair basketball. I would vote for candidates to public office who would provide funding for “inclusive athletics” and would be proud if my sons’ schools offered such programs to their special-needs students.
Yet it boggles my mind that the Obama Administration, without an ounce of public debate or deliberation, without an iota of Congressional authorization or approval, could declare by fiat that public schools nationwide must provide such programs or risk their federal education funding. Talk about executive overreach! Talk about a regulatory rampage! Talk about an enormous unfunded mandate!
At issue is the 1973 Rehabilitation Act’s insistence that public schools not discriminate against students with disabilities. Longstanding regulations clarify that this requirement applies to extracurricular activities, too. A 2010 Government Accountability Office report highlighted confusion in the field about what exactly was expected of schools, particularly with regards to participation in sports, and urged the Department of Education to clarify the issue by publishing new “guidance.”
This is what’s happened today. And some of that guidance (still not on the Department’s website, as far as I can tell) is pragmatic enough. Schools must allow “reasonable” accommodations for
The NYT turns in a piece about TFA, recruiting, and today’s underwhelming job market. This quote from a recent recruit will certainly stir the passions: “It wasn’t until I was desperate that I said ‘I’ll check this out.’” My Bellwether colleague Andy Eduwonk weighs in thoughtfully here. The bigger question, I think, is this: Given the great need for drastic change in our urban school systems, are TFA and the other ed-reform human-capital providers sustaining or disrupting the establishment?
I argue in the Urban School System of the Future that we need to replace big-city districts because they will never produce the results we need. This tragic piece about the mess in Detroit gives another reason for replacement: Many of these districts (possibly including Philadelphia) are on the brink of dissolution due to financial and other pressures. We need to have a Plan B should these systems break down; better yet, we should carefully choreograph their exit so we get ahead of these impending crashes.
MOOCs are all the rage now in higher education (check out this WJS piece). They seem to have countless benefits. The problem is that the technology has gotten far ahead of policy and practice. These upsides and downsides are coming to K–12. Get up to speed with this great column by Checker Finn.
This afternoon, Sec. Duncan announced the winners of RTTT-D. The results are quite surprising.* Though the official announcement is noticeably devoid of both specifics and overarching themes, four things jump out immediately.
While some of the nation’s largest urban districts made the 61-member finalist list, virtually none of them won.
The first is that while some of the nation’s largest urban districts made the 61-member finalist list, virtually none of them won: Baltimore, Boston, Cleveland, Dallas, Nashville, New York City, Newark, Philadelphia, and St. Louis all came up short. (Miami is the lone representative of big-city school systems.)
This is a bit puzzling because large districts generally fare well in these grant competitions. They have more central-office staff to task with grant-writing, they can more easily raise private funds, and so on.
It is conspicuous that they got boxed out.
Some might argue that, assuming scale is among our considerations, their exclusion from the winner’s circle is lamentable. They serve many students, so the types of changes envisioned by this grant would have touched more kids had these big urbans won.
The counter argument, of course, is that city districts get plenty of money and attention as is, so no one should cry them a river for losing. Moreover, if the lessons of these grants are ultimately disseminated widely and adopted elsewhere, the same kind of scale can be accomplished, though over a longer period of time.
Smaller districts, consortia, and charters did quite well.
About the Editor
Michael J. Petrilli
Executive Vice President
Mike Petrilli is one of the nation's foremost education analysts. As executive vice president of the Thomas B. Fordham Institute, he oversees the organization's research projects and publications and contributes to the Flypaper blog and weekly Education Gadfly newsletter.
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