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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.
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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US Department of Education https://goo.gl/9wtyv7 https://goo.gl/Dt9ac4
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AEI operates independently of any political party and does not take institutional positions on any issues. AEI scholars, fellows, and their guests frequently take positions on policy and other issues. When they do, they speak for themselves and not for AEI or its trustees or other scholars or employees.
More information on AEI research integrity can be found here: http://www.aei.org/about/
#aei #news #politics #government #education #school #Bush #GeorgeBush #Obama #BarackObama
As we move into a new era of federal policy on K-12 schools, AEI’s Andy Smarick and NWEA’s Chris Minnich reflect on how states saw the role of the federal government over the last two decades.
FULL REPORT – The State Education Agency: At the helm, Not the Oar https://goo.gl/eH6dHi
ARTICLE – The details of Every Student Succeeds Act plans may be less important than how they’re created https://goo.gl/cnTYDF
BOOK – Spinning Wheels: The Politics of Urban School Reform https://goo.gl/63pHwF
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The use of third-party photos, graphics, video clips, and/or music in this video does not constitute an endorsement from the artists and producers licensing those materials.
AEI operates independently of any political party and does not take institutional positions on any issues. AEI scholars, fellows, and their guests frequently take positions on policy and other issues. When they do, they speak for themselves and not for AEI or its trustees or other scholars or employees.
More information on AEI research integrity can be found here: http://www.aei.org/about/
#aei #news #politics #government #education #school #fed #state #federalism #localism
Chester Finn, Jr. has spent a career in school reform, and he’s seen a lot change. He discusses his career, the evolution of the Elementary and Secondary Education Act into the Every Student Succeeds Act, and what younger reformers can expect from reform efforts with AEI Resident Scholar Rick Hess.
Rick Hess is author of “The Every Student Succeeds Act: What It Means for Schools, Systems, and States”: https://goo.gl/hGCQYK
Chester Finn, Jr. is Distinguished Senior Fellow and President Emeritus at the Thomas B. Fordham Institute: https://goo.gl/pw3GiC
Rick Hess is a Resident Scholar and the Director of Education Policy Studies at American Enterprise Institute: https://goo.gl/L1zZ16
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The use of third-party photos, graphics, video clips, and/or music in this video does not constitute an endorsement from the artists and producers licensing those materials.
AEI operates independently of any political party and does not take institutional positions on any issues. AEI scholars, fellows, and their guests frequently take positions on policy and other issues. When they do, they speak for themselves and not for AEI or its trustees or other scholars or employees.
More information on AEI research integrity can be found here: http://www.aei.org/about/
#aei #news #politics #government #education #school #reform #lbj #obama #barackobama #reading #math
Forty years after the landmark report “A Nation at Risk” sounded the alarm on American education, a comprehensive review reveals that despite billions invested in countless reforms, reform efforts have been limited in their success. While a few deeply implemented interventions showed promise, the overall reform landscape has been characterized by rushed, incoherent efforts that failed to deliver sustained benefits to students. As policymakers seek to help schools and students rebound from online and hybrid schooling, they must heed the lessons of the past and pursue locally-grounded, coherent, and rigorously-evaluated strategies to finally deliver on the promise of educational excellence for all.
Read A NATION AT RISK +40 here: https://www.hoover.org/nation-risk-40-review-progress-us-public-education
Check out more from Macke Raymond:
– Watch “Flexibility For Accountability: Why Charter Schools Succeed” from Macke Raymond here: https://www.policyed.org/intellections/flexibility-accountability-why-charter-schools-succeed/video
– Read “Triage Teaching” by Macke Raymond here: https://www.hoover.org/research/triage-teaching
– Listen to Macke Raymond’s discusssion about charter schools with Bill Whalen on Matters of Policy & Politics here: https://www.hoover.org/research/third-times-more-charming-macke-raymond-charter-school-progress
Be sure to visit The Hoover Institution at https://www.hoover.org/ and PolicyEd at https://www.policyed.org/
The opinions expressed in this video are those of the author and do not necessarily reflect the opinions of the Hoover Institution or Stanford University. © 2024 by the Board of Trustees of Leland Stanford Junior University.