Category Archives: Independence Institute

Even when you’re forever 5 years old, time flies. I can hardly believe it was last October that I cried to learn my edu-crush Michelle Rhee was leaving her important superintendent job at D.C. Public Schools. Or that it was only a couple months later we all learned she was starting the new national group Students First. As Ed News Colorado reports, yesterday Rhee was in Denver to keynote a luncheon event for a fantastic local organization known as ACE Scholarships. I’ve heard from one of my Education Policy Center friends who attended that she gave a great speech. But then again, you can see some of it for yourself, like this clip on how she changed her mind (SMILE) about private school choice:

Talk about one of your below-the-fold news stories. Yesterday a Denver Business Journal headline declared: “Colo. near bottom for education spending.” The story references newly-released data from the U.S. Census Bureau, which shows Colorado fell from 36th in per-pupil spending in 2007-08 ($9,079) to 40th in 2008-09 ($8,718). There is good news, though. The best I can tell, unlike a certain recent tax increase press conference, no children were harmed — or even used as props — in the making of this article. For that we can truly be thankful. How do they measure these spending rankings, though? Correct me if I’m wrong, but I missed any local headlines when the National Education Association released its data showing Colorado’s per-pupil spending increased from $9,335 to $9,574 — albeit slipped down one spot in the rankings from 29th to 30th — during the exact same span. And the U.S. Department of Education’s data likely would be different from both NEA and the Census Bureau, as soon as they release their 2008-09 numbers for us to see.

The good people at the Education Action Group (EAG) Foundation have provided another interesting update into email inboxes, including to my Education Policy Center friends: These days, high-stakes contract negotiations between Michigan school districts and teacher unions are as commonplace as a Justin Verlander strikeout. What makes Traverse City’s negotiations unique is that taxpayers are finally able to keep tabs on the progress. School districts and teacher unions have a long history of conducting contract talks behind closed doors. It isn’t until both parties have signed on the dotted line that taxpayers learn the details of the deal – even though the contract directly impact citizens’ children, community, and checkbooks.

The first time I heard of the Colorado Growth Model, I thought maybe it would be a scientific system to help determine how tall I would grow up to be in our high-altitude environment. No, we’re talking about our state’s system for measuring student progress toward proficiency in math, reading and writing, sorted by district and school. So I was more than just a bit off. You could sue me, but it wouldn’t get you very far. Anyway, the reason I bring up the topic is a brand-new Education Sector report titled Growth Models and Accountability: A Recipe for Remaking ESEA. The report’s hook and chief case study is Denver’s Bruce Randolph School, and a significant chunk of the report is focused entirely on (you guessed it) the Colorado Growth Model. That’s why my Education Policy Center friends gave it such close attention. Co-author Kevin Carey was kind enough to spend a few minutes on the phone with Ben DeGrow to explain a few things and answer some questions. It’s safe to say the authors of the Education Sector reports are high on the Colorado Growth Model as exemplary for other states to follow. As the report notes, a consortium […]

Finally, some good news on open union negotiations! The Colorado Springs Gazette reports on the latest developments from School District 11: The board voted unanimously on a resolution detailing changes to the Master Agreement, including opening all steps of negotiations dealing with financial articles and at least some portions of other negotiations. Additional sessions could be open to the public if the district and CSEA agree. The agreement adds a joint presentation at the conclusion of negotiations, also open to the public, to the school board and teachers. Not perfect, but a healthy step forward to be sure. Just a couple questions, though. First, were any changes made to the union perks in Article III of the master agreement? In either case, will the public be able to observe this part of future negotiations? Second, if Jefferson County Public Schools were legally compelled to open up a bargaining session, and 65 members of the public showed up (as in District 11), would the board of education and teachers union in Colorado’s largest school district finally get the message?

A couple weeks ago I asked the leading question: Is momentum growing for open union negotiations in Colorado? It may have been wishful thinking, but just for the short term. I was so glad to see Mike Rosen take on the issue in today’s Denver Post column, even if the news he had to bear was not my first choice for an outcome: Last Thursday, the dispute over secret negotiations came to a head at a Jeffco school board meeting. True to form, the teachers union rallied its troops, adorned in union T-shirts, to overwhelm other public attendees, a couple of whom bravely spoke in favor of openness. To no one’s surprise, the board then voted 4-1 in favor of secrecy, with [Laura] Boggs as the lone dissenter. Seems pretty clear that most Jeffco union and district officials don’t want any of those pesky taxpaying citizens watching — watching, mind you, not participating — in negotiations that govern tax dollars and public policies. We wouldn’t smile on any other government contract being negotiated completely outside of public view. Why should government employee union contracts be any different? My Education Policy Center friend Ben DeGrow made these and other points in […]

Open enrollment is something I haven’t told you much about lately, but now it’s in the news as Michigan’s governor looks to break down a barrier to parental choice and educational opportunity in state law. The Detroit News yesterday highlighted Rick Snyder’s plan to allow any public school student access to an open public school seat, regardless of where they live: “If all the districts have to open up the doors, then more may leave failing schools. This will present significant challenges for districts where students and parents have already left,” said Michael Van Beek, director of education policy for the Mackinac Center for Public Policy. Since 1996, Michigan has allowed public school districts to open their doors to students who live outside their districts. But participation by districts is optional. Just about every Metro district has decided to participate; 11 do not. In essence, the Great Lakes State is considering whether to strengthen its existing open enrollment law. To approve Snyder’s plan would place Michigan more on the plane of Colorado, which has one of the nation’s very strongest and most parent-friendly laws. Citing a story from the Detroit Free Press, Adam Emerson at RedefinED catches hold of why […]

If you gave me a big box of crayons and asked me to write a manifesto, it’s probably not what I would have come up with. But I am glad to give it a big thumbs up, and hope that lots of big people sign on. What am I talking about? Closing the Door on Innovation: Why One National Curriculum is Bad for America: We, the undersigned, representing viewpoints from across the political and educational spectrum, oppose the call for a nationalized curriculum in the Albert Shanker Institute Manifesto “A Call for Common Content.” We also oppose the ongoing effort by the U.S. Department of Education to have two federally funded testing consortia develop national curriculum guidelines, national curriculum models, national instructional materials, and national assessments using Common Core’s national standards as a basis for these efforts. We agree that our expectations should be high and similar for all children whether they live in Mississippi or Massachusetts, Tennessee or Texas. We also think that curricula should be designed before assessments are developed, not the other way around. But we do not agree that a one-size-fits-all, centrally controlled curriculum for every K-12 subject makes sense for this country or for any […]

As usual, I’m taking the weekend off for extra Lego time and lots of playing outdoors in the beautiful Colorado sunshine. Since tomorrow is an important anniversary, I decided to observe it today. On May 7, 2008, I began my three years of blogging here as a 5-year-old with a post titled “Denver Parents Want More Successful Schools to Choose From.” (Interestingly, FOX 31 News ran a special story last night about one of the area’s most successful and well-known charter schools, which has grown since 2008: Denver School of Science and Technology.) Last week the prolific education reform blogger Matthew Tabor posed the question: “What makes you feel old as a teacher or blogger?” I’m not really sure how to answer that, other than I feel kind of old for… well, my age. Time doesn’t really fly when you can stay 5 for this long. Let me tell you. But what better way to mark this commemorative 3rd anniversary Ed Is Watching post than to give a shout-out to Teacher Appreciation Week — which ends today. For all the arguing I do about the need to improve educator effectiveness in our system, it needs to be repeated clearly from […]

What can I say but, “Wow?” (I know, bad rhetorical question, because here goes….) All you education transformers out there should be aware of a new Innosight Institute report by Heather Staker titled The rise of K-12 blended learning: Profiles of emerging models. Doesn’t sound that spectacularly exciting, I know, unless you have joined little education policy geeks like me in catching on to the hugely important trend known as blended learning. And this snippet from Staker’s introduction gives you just a taste of what I mean: Online learning appears to be a classic disruptive innovation with the potential not just to improve the current model of education delivery, but to transform it. Online learning started by serving students for whom there was no alternative for learning. It got its start in distance-learning environments, outside of a traditional school building, and it started small. In 2000, roughly 45,000 K-12 students took an online course. But by 2010, over 4 million students were participating in some kind of formal online-learning program. The preK-12 online population is now growing by a five-year compound annual growth rate of 43 percent—and that rate is accelerating…. This paper profiles 40 organizations that are blending online […]