Obama invites schools to compete for billions of dollars to improve classrooms. For more, click here: http://abcnews.go.com/Politics/story?id=8167411&page=1
Education Reform
Education reform: Investment-based policy – interview with Michael Mintrom | VIEWPOINT
Michael Mintrom, author of Public Policy: investing for a Better World, argues that governments should treat their public policies as investments. in other words, policy should yield benefits that continue over time and outweigh their costs. Interview conducted by Nat Malkus, Resident Scholar and Deputy Director of Education Policy Studies at AEI.
BOOK – Public Policy: Investing for a Better World by Michael Mintrom https://goo.gl/6D37gW
ARTICLE – The costs, opportunities, and limitations of the expansion of 529 education savings accounts
https://goo.gl/QqMdPn
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Bill Gates’ Neoliberal Education Reforms DON’T WORK
Bill Gates is a very, VERY smart man. But one multi-year endeavor by the Bill & Melinda Gates Foundation to improve education has made no impact. Sam Seder and the Majority Report crew discuss this.
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More: https://www.rand.org/pubs/research_reports/RR2242.html
—The Intensive Partnerships for Effective Teaching initiative, designed and funded by the Bill & Melinda Gates Foundation, was a multiyear effort to dramatically improve student outcomes by increasing students’ access to effective teaching. Participating sites adopted measures of teaching effectiveness (TE) that included both a teacher’s contribution to growth in student achievement and his or her teaching practices assessed with a structured observation rubric. The TE measures were to be used to improve staffing actions, identify teaching weaknesses and overcome them through effectiveness-linked professional development (PD), and employ compensation and career ladders (CLs) as incentives to retain the most-effective teachers and have them support the growth of other teachers. The developers believed that these mechanisms would lead to more-effective teaching, greater access to effective teaching for low-income minority (LIM) students, and greatly improved academic outcomes.
Beginning in 2009–2010, three school districts — Hillsborough County Public Schools (HCPS) in Florida; Memphis City Schools (MCS) in Tennessee (which merged with Shelby County Schools, or SCS, during the initiative); and Pittsburgh Public Schools (PPS) in Pennsylvania — and four charter management organizations (CMOs) — Alliance College-Ready Public Schools, Aspire Public Schools, Green Dot Public Schools, and Partnerships to Uplift Communities (PUC) Schools — participated in the Intensive Partnerships initiative. RAND and the American Institutes for Research conducted a six-year evaluation of the initiative, documenting the policies and practices each site enacted and their effects on student outcomes. This is the final evaluation report.—
Ghana free education reforms prompt waiting lists, social problems
Improvements to Ghana’s public high school system have led to declining enrolments, and closures, of many private schools.
At the same time, many students are spending months waiting to secure a free high school place.
Critics say the wait is causing a rise in social problems, as young people with too much spare time are turning to drugs and prostitution.
Al Jazeera’s Ahmed Idris reports from Odupong, outside Ghana’s capital Accra.
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Education reform: States vs federal government — interview with Chad Aldeman | VIEWPOINT
The role of the federal government in education changed under the administrations of George Bush and Barack Obama. AEI’s Andy Smarick and Chad Aldeman from Bellwether Education Partners discuss the benefits and disadvantages of federal involvement in each state’s education policies.
FULL REPORT – Pacts Americana: Balancing National Interests, State Autonomy, and Education Accountability https://goo.gl/TkUhMw
FULL REPORT – An Independent Review of ESSA State Plans https://goo.gl/3XsALV
PODCAST – New Skills Marketplace https://goo.gl/RXKkBK
ARTICLE – The details of Every Student Succeeds Act plans may be less important than how they’re created https://goo.gl/uDmwgo
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More information on AEI research integrity can be found here: http://www.aei.org/about/
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Has education reform gone wrong? | VISION TALKS
Has education reform gone wrong? What problems are American educators actually trying to solve? Should our focus be on securing our economic future, or on securing the future of our nation’s children? In this Vision Talk, Chancellor of DC Public Schools Kaya Henderson spells out her vision for education and our young people.
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Partial transcript:
My name is Kaya Henderson and I am chancellor of DC Public Schools. But before I was chancellor of DC Public Schools, I am mom to Marcus, who is 9, and Robert Jr., who is 18. But before I was mom to them, I was Kaya Henderson, a little girl who got a great public education and is living the American dream.
Yeah, I got a great house, drive my own car. I have a good job. I don’t borrow money from my parents every month to pay my bills. (Inaudible) – exactly what a good public education is supposed to do for you. In fact, my family started out in the projects of Mount Vernon, New York. My family lived in the projects for 47 years. And we moved solidly out of the lower income rung into the middle class. My mother was the first person in our family to go to a college, the first person in our family to buy a home, and the first person in our family to propel the second generation, me, to the kind of middle class existence that I think every parent hopes for their kid in America. I am living the American dream.
And so my vision for education is totally fueled by my individual experience, by my experience as Kaya the mom and then as my experience as Kaya Henderson, chancellor of DC Public Schools. What’s my vision? My vision is that the same public educational system that was able to do it for my mother, that was able to do it for me and to propel me to one of the best universities in this country, Georgetown University – (inaudible) – and that I have that count on that education system to do it for Marcus and to do it for Robert. And if it can do it for my mom and for me and for Marcus and for Robert, then it can do it for every kid in Washington, DC, public schools. That’s my vision.
My vision is not one where my children only know how to read and do math. My vision is one where my children and every child in the city of Washington actually know how to read and do math. They can master science and social studies. They have technological facility. They can speak a foreign language, at least one, right? They can master an instrument. They play a sport. And they might do a few other things that I haven’t thought about because that’s what a great public education provides.
My vision for education is that we can do that for every single one of our young people, whether they come from a middle class background or whether they come from an impoverished background. My vision for education is we can do whether they are general education students or whether they come to us with special needs. My vision for education is that we can accomplish that, whether they speak English as their first language or English as their second or third language.
Somehow or another, I think we’ve gotten away from the belief that we can do that for every student in Washington, DC, and in America. In fact, I think education reform, whatever that means, has gone wrong. We don’t know what problem we’re actually trying to solve. We’re trying to increase test scores or we’re trying to outcompete the Finns or we’re trying to make sure – to secure our economic future. But Kaya the mom doesn’t really care about our economic future. Kaya the mom cares about whether or not Robert and Marcus are going to come home after college and live with me. (Laughter.) Kaya the mom wants to know that when they leave DCPS, they are leaving 41-1013 place, too, permanently. (Laughter.) Kaya the mom wants to know that when my children leave, they can be and do anything that they want to do.
I don’t know what my children’s test scores are. I don’t care. What do people say when their children don’t score well on tests? Oh, my kids just don’t test well. Do we think they’re not smart? No. So why are we putting all of our emphasis around tests? In fact, we care about way more than tests. We care about whether they can do a number of things. And in fact, we are getting this all wrong because we’re concentrating on the wrong things.
Has education reform gone wrong?