Category Archives: Independence Institute

I saw an email this morning from Joe Williams, founder and executive director of Democrats for Education Reform. Receiving such a message is not a noteworthy event in and of itself. But the beginning of the message caught my eye: Five years ago today a bunch of us set out to try to change our party. We wanted to put an end to the days when the Democratic Party was the place where good education reform ideas went to die. We were frustrated but hopeful, despite the long list of skeptics who warned us we were wasting our time. Along the way, many of you like-minded activists – already working to improve education in your communities – joined forces with us and a political movement was born.

Yesterday I shared some thoughts about the current and coming changes to public education labor relations and the teaching profession. And since Gov. Scott Walker did indeed pull out a convincing win last night in Wisconsin, interest in the topic remains strong. State Budget Solutions has put together a great brief highlighting why current government collective bargaining models need to be reformed, something that mirrors what my Education Policy Center friends produced last year as a guide for local changes in Colorado. All this raises the need for a few more important points to be addressed:

So I hear there’s this little election going on in Wisconsin today. As is so often the case, the political happenings are closely connected to the issues of our public school system. One of the nation’s leading education reform voices, RiShawn Biddle, has written a two-part series (here and here) highlighting the dilemma centrist Democrats face regarding aggressive collective bargaining reforms like those advanced in Wisconsin by Governor Scott Walker. Biddle shines a big spotlight on the national implications of today’s likely Walker victory for the future politics of education reform. You really need to read both pieces in their entirety. But in this passage he really drives the point home:

What if I told you the Colorado school district with the second-highest average teacher salaries just dramatically increased compensation for new hires and is still figuring out how to pay for it? A few days ago the Boulder Daily Camera reported that the Boulder Valley School District agreed to boost starting teacher salaries to one of the state’s highest, increased by 17 percent from $34,192 to $40,000 (H/T Complete Colorado). As the article explains, that figure is for teachers who hold a bachelors degree. Such an across-the-board pay increase certainly represents a nice gesture from the district. For teachers with extra credentials, it gets even higher: For Boulder Valley, the major changes are the $40,000 starting salary and incentives to earn advanced degrees. A master’s degree, for example, would bump a starting teacher’s salary up to about $51,000. That’s an even bigger jump from the current starting MA salary of $36,927. The question for BVSD officials is what will they get for their money?

School is out… Hooray!!! But in Douglas County, Colorado’s third-largest school district and a true hotspot of education reform, the summer months still give us plenty to which we can look forward. First, this month of June represents the final 30 days before the collective bargaining contract with the Douglas County Federation of Teachers (DCFT) expires. What happens after that, no one knows. It’s going to look much different, though, that’s for sure. Groundbreaking open negotiations kicked off there more than seven weeks ago. I applauded the bold proposals set forth by the Douglas County school board, some of which also caught the favorable attention of Denver Post columnist Vincent Carroll. Previously, my Education Policy Center friend Ben DeGrow had raised the question of how serious DCFT was about embracing open union negotiations. Transparency has seemed to suit everyone just fine, even as a few hundred teachers showed up at the last session to send a statement. It’s good to listen to the voice of teachers. Especially the best teachers. And an organization doesn’t necessarily have to be recognized by a government body as exclusive bargaining agent to ensure that happens. Are the teachers in Colorado’s 137 non-bargaining districts (as […]

Marcus Winters — whom I will long remember as the author of Teachers Matter and featured presenter at the Independence Institute’s first-ever Brown Bag Lunch — has written a great new piece for City Journal. Appropriately titled “Better Schools, Fewer Dollars,” Winters’ column addresses the issue of tight budgets and educational productivity. A few weeks ago I highlighted a new 2-minute Education Policy Center video on rethinking Colorado school finance that sounded similar themes. Winters brings forward data, some more familiar than others, to show how spending per K-12 student skyrocketed in the past generation with very little or no improvements to show for it. The Manhattan Institute senior fellow further undermines the logic of adequacy studies used to inform court decisions like Colorado’s Lobato case. And this is what a Denver judge hangs her cut-and-paste ruling for the state to spend billions more in scarce resources? Anyway, Winters also reviews the research on cost-saving charters and voucher programs, which show some benefits for students and at the very worst could be interpreted as not doing any harm. Nothing new or surprising there for faithful readers or others who have paid attention to the education reform debate. But his concluding […]

Has it been a whole year since the last big ACE Scholarships luncheon? Funny. I was still 5 then, too. Last time around it was my edu-reform crush Michelle Rhee, only a few months out of her famous tenure as chancellor of D.C. Public Schools, explaining her change of heart about vouchers and praising Douglas County’s choice scholarship program. The 2012 edition of the ACE Scholarships luncheon featured Foundation for Excellence in Education board chair Jeb Bush sounding the call for more choice as a catalyst to his winning education reform formula. His successful track record as Florida governor from 1999 to 2006 is tied to his focused and comprehensive approach to education reform. But as Governor Bush famously has said time and time again in various forms, “Reform is never finished because success is never final.” Therefore, the theme of his Denver speech yesterday was focused on the future, as reported by Ed News Colorado:

I’m a little bit tired today, having Tweeted up a storm at the Donnell-Kay Foundation’s Colorado Summit on Blended Learning. I have neither the time nor the energy to recap the great presentations from the likes of iNACOL’s David Teeter, Utah Senator Howard Stephenson, New Hampshire Deputy Commissioner Paul Leather, Colorado Department of Education Assistant Commissioner Amy Anderson and Colorado Senator Michael Johnston. But I can take advantage of the incredible timing to share a brand-new issue paper from my Education Policy Center friends titled Online Course-Level Funding: Toward Colorado Secondary Self-Blended Learning Options. It’s about following the lead of states like Utah and Florida to give students more freedom of course selection through the power of digital technology and a system that allows the funding to follow:

Do I write enough here about blended learning? Probably not. The fascinating and significant topic has many different manifestations, and developments change so fast that it’s hard to get a really solid grasp of what it is. The respected gurus at the Innosight Institute define blended learning as: a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. That definition comes from the new report Classifying K-12 blended learning by Heather Staker and Michael Horn. Why come up with a new report? To improve the system of classifying different blended learning models. After consulting with many other education experts, they reduced the number of identifiable models from six to four (skipping right over my favorite number — five!):

“Before we can do anything to fix Colorado schools, we just need to give them more money. …Right?” Well, Colorado taxpayers can’t afford to dish out more any time soon. Especially since the per-pupil spending increases of the past decade didn’t significantly impact student learning, and Colorado brings in more than $10,000 in tax revenues per student. So begins a great new 2-minute video put together by my Independence Institute friends. It blends excerpts from a March 19 Colorado State Board of Education panel event here in Denver, “Making the Connections: School Finance Design and Student Achievement.” Two panelists in particular, national school finance experts, make a strong case that Colorado needs to think outside the box in designing a new system to fund learning success: