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In a speech at the American Enterprise Institute on February 9, 2012, Chairman Kline announced new legislation to restructure the federal role in K-12 education. The proposals reflect the latest effort by House Republicans to enact lasting reforms to No Child Left Behind.
As committee work progresses on the Elementary and Secondary Education Act (ESEA), a group of Senate moderate Democrats outlined their goals for reform. The senators joined Education Secretary Arne Duncan for a press conference today at a Washington, D.C. pre-K-8 school, Walker-Jones Education Campus.
Jennifer Marshall, policy analyst, talks about Education Reform and A-PLUS.
‘Ed Reform’ and Teacher Education: The Policy Paradigm that Is Reforming (Deforming?) Teacher Preparation in the U.S.
In the United States, “ed reform” refers to a set of policies and practices intended to “fix” the “broken” education system consistent with a neoliberal, market-based approach. A major assumption of this approach is that standardized accountability practices–most with a heavy focus on outcomes–are the best way to improve the uneven quality of teacher education programs and thus both improve teacher quality in U.S. schools and ultimately boost the health of the nation’s economy. This lecture will identify and critique several of the most highly publicized and politicized components of teacher education’s “ed reform” package. The lecture will suggest that many of these initiatives are not distinct, but are linked together through a loosely federated coalition of organizations, which has emerged since NCLB, and which shares funding sources, neoliberal reform ideologies and operational tactics. The lecture will argue that collectively these initiatives may well be deforming rather than reforming teacher education by redefining it in dramatic—and disturbing—ways that emphasize efficiency and test score accountability while undermining its democratic and social justice goals.
10/28/2009
The Aspen Institute’s Commission on No Child Left Behind (NCLB) held a national public hearing on improving teacher and principal effectiveness. Colorado State Senator Mike Johnston, a former principal, will ledfellow members of the Commission’s Committee on Teacher and Principal Effectiveness in hearing testimony and engaging in in-depth dialogue with witnesses to gain insight for improving NCLB.
Confirmed participants included:
Hon. Barbara O’Brien, Lieutenant Governor of Colorado
Mr. Tom Boasberg, Superintendent, Denver Public Schools
Mr. Dennis Van Roekel, President, National Education Association, Washington, DC
Dr. F. King Alexander, President, California State University, Long Beach
Ms. Aqua Stovall, Principal, Arthur Ashe Charter School, New Orleans, LA
Dr. Dan Goldhaber, Research Professor, Center on Reinventing Public Education, University of Washington, Seattle, WA
Effective teachers are one of the most important factors in student success. And yet only four states require that student learning be the primary criterion in teacher evaluations, and only two states require that teacher effectiveness be considered as part of tenure decisions, according to the National Council on Teacher Quality. In 2007, the Commission called for a major shift in the way we measure teacher quality—from evaluations based on qualifications to those based significantly on classroom results.
Since then, more states have developed the sophisticated data systems needed to measure teacher and principal effectiveness, and now, American Recovery and Reinvestment Act (ARRA) funds may fuel additional progress in improving teacher and principal effectiveness. The potential for dramatic improvements in schools is great—but many questions remain about how to help schools get the best principals and teachers for their students.
To help answer these questions, the Commission hearing investigated how teacher and principal effectiveness can be measured; how we can attract, prepare, better support, and retain effective teachers and principals and remove those who do not improve; how to ensure disadvantaged students have access to effective educators and school leaders; and how NCLB can more effectively support teacher and principal effectiveness.
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POLL: What do you think about the school reforms of Presidents George Bush and Barack Obama? https://goo.gl/nYjCER
What lessons can we learn from the ambitious school reforms of the Bush-Obama years? AEI’s Frederick M. Hess takes a closer look.
ARTICLE — Reflections on the legacy of Bush-Obama school reform https://goo.gl/gEfemS
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