Category Archives: Innovation and Reform

The federal government’s “magical money tree” can make untold billions of dollars out of thin air to spend on a wide array of pork projects and various government programs. But what will the money earmarked for education do to promote lasting and effective reform to help student success? Plenty of lip service has been given to this notion. Don’t worry. You aren’t alone in having good reason to be very skeptical of the “stimulus” leading to real education reform. Months ago, when the stimulus was first passed, my Education Policy Center friend Ben DeGrow made the observation: While unconditionally dumping more funds into schools may help to guarantee jobs, it won’t help the ones who need it the most. We’re all in good company now. In the first edition of “Education Stimulus Watch” (PDF) released this week, American Enterprise Institute adjunct fellow Andy Smarick makes a strong case for the unprecedented federal spending package to produce little or no positive results:

Last year Colorado passed the Innovation Schools Act, which I applauded as a positive step forward. But our state isn’t the only one to see greater need for public school flexibility to make personnel decisions in the best interests of students. Look at Michigan. The Detroit Free Press recently reported on a legislative proposal “to allow teachers and parents to convert their local schools into independently run schools with more flexible rules.” Known as Senate Bill 636, the proposal would enable the creation of so-called “neighborhood schools”, especially targeted toward high at-risk student populations.

Next week I’ll be on vacation at the beach, and blogging won’t be high on my priority list. But before taking off, I want to leave you with a glimpse into a school model based on the “rock star” teacher idea. This doesn’t mean bringing in real-life rock stars to teach. To my mom and dad, that probably would be some guy named Bon Jovi. To my gramps, maybe some ancient dude named Elvis I’ve heard him talk about. But they’d all be wrong. In a nutshell, the idea is to free up funds to pay the best teachers more by allowing for larger class sizes. The question is: Will it work? Over at Jay Greene’s blog, Dr. Matt Ladner has written about the “rock star” teacher idea several times. The latest highlights a New York Times story about a Washington Heights school scheduled to open in the fall that will pay its eight teachers each $125,000 a year, with a chance to earn more in performance incentives.

Every student in Colorado deserves to have a top-notch teacher in the classroom — especially those kids who are “at-risk” because of poverty and related issues. We shouldn’t put unnecessary obstacles in the way of getting skilled and caring new teachers licensed and ready to go. Instead, we should be looking for high-quality alternative programs that serve the needs of those college-educated adults who want to change careers without going back to get an education degree. We need more content experts, especially in math and science, who have a firm footing in the basics of pedagogy and classroom management. This year Colorado passed Senate Bill 160 (PDF). By giving the state board of education greater flexibility to approve alternative licensure programs, this new law may enable the recruitment and preparation of more highly-qualified teachers to help fill needs in Colorado schools. This week David Saba, president of the American Board for Certification of Teaching Excellence (ABCTE), talked more about these issues on an iVoices podcast, which you can listen to by clicking the play button below:

Updated for accuracy (6/9) For 15 years we’ve had charter schools around in Colorado. By giving strong accountability along with a new level of freedom, our state has been one of the leaders in fostering innovation through charters. Going along with that, charter schools have now established themselves with strong bipartisan political support. Witness our own Democrat lieutenant governor Barbara O’Brien, who offered testified before a Congressional committee on Thursday. Denise at Colorado Charters highlighted the factors O’Brien pointed out as reasons for charter school success. But I thought this was the most interesting part of what Lt. Gov. O’Brien had to say:

Update: The good people of Ed News Colorado have also written about The State of Charter Schools in Colorado (PDF), breaking down some of the key information if you don’t have time to dig through the whole report. Do you need a good reference digest of important information on charter schools in Colorado? Well, my friend and Education Policy Center senior fellow Krista Kafer has done it again, joining Dr. Dick Carpenter to co-author another valuable report for the Colorado Department of Education. The brand new report is called The State of Charter Schools in Colorado (PDF). Skim through it, and you’ll see there really is no such thing as an average charter school. As the movement has grown in our state over the last 15 years, both the number and the diversity of charters has increased.

Not long ago my friends in the Education Policy Center went to visit the Denver School of Science and Technology, an innovative and successful public charter school in the city’s Stapleton neighborhood. Ninth and tenth graders at the Denver School of Science and Technology meet for their morning assembly to share announcements, accountability for tardiness and other infractions, and a special performance by school faculty and staff You can’t leave DSST and a meeting with head of school Bill Kurtz without a clearly unique understanding of how brain science research is applied to design the school’s program and classroom instruction. As an example, teachers are drilled in understanding the human mind’s 10-minute attention span and formulating lessons and activities accordingly to get the most out of every minute from each student.

Yesterday a couple of my Education Policy Center friends had the privilege of visiting a local charter school with a special program to serve a particular group of kids with special needs: Rocky Mountain Deaf School (RMDS). RMDS is located in Jefferson County, but about half of its 61 students live in surrounding districts. That’s a sign of a school having success connecting with deaf and hearing-impaired kids and improving their learning horizons. The RMDS vision statement highlights the clear focus and special status of the school: As a high performing, innovative educational program for students who are deaf, we are deeply committed to providing a rigorous, standards-based curriculum. We prepare each deaf student to be literate, academically successful, and technologically competent. We provide a linguistically rich learning environment through the acquisition of American Sign Language and English both inside and outside the classroom.

Education Week‘s political blogger Alyson Klein wrote yesterday about another one of Denver’s education reform leaders being exported to the nation’s capital: Secretary of Education Arne Duncan has a new teacher quality adviser … and he’s got a foot in both the merit pay and union camps. Brad Jupp is formerly a senior policy adviser to Denver-schools-superintendent-turned-U.S.-Senator Michael Bennet. In that role, he worked on school and district performance improvement and accountability, teacher effectiveness, and school choice, among other issues. After being on the short list for the job Duncan now holds, DPS superintendent Michael Bennet was appointed U.S. Senator. More recently, state senate president Peter Groff was appointed to direct an office in the U.S. Department of Education. Now Jupp joins Groff in the Department in the special role of teacher quality adviser. I would be remiss not to observe that when it comes to Brad Jupp, Denver’s loss is D.C.’s gain. He has a tough job cut out for him — that’s usually the case when it comes to effecting change in the Beltway bureaucracy. But he brings a rare combination of professional experiences coupled with a keen mind, determination, and a track record of some success. One […]

I’ve told you before about Westminster School District’s program to move from seat time to standards — re-thinking the whole traditional grade system that has dominated American education for decades — and the Doogie Howser-like potential such a system could offer me. Well, earlier this week, Rebecca Jones at Ed News Colorado chronicled the fact that the moment of truth has arrived for Westminster (aka Adams 50): It’s the last day of the 2008-09 school year in the district. The last day of life as most students and teachers there have always known it. The last day that categories like “third grade” or “sixth grade” – or A or B+ or C- — will exist in most of Westminster. The district is scrapping traditional notions of grade level and doing away with letter grades. Students will instead progress through academic levels 1-10 based on their mastery of subjects, not on the length of time they’ve been in school. This concept, known as standards-based education, has been tried in individual schools and in some small districts in Alaska, but never before in a large, urban district such as Westminster. The bold step is bringing national attention to the district.