Category Archives: Uncategorized

Following the Boulder teacher “sickout” that roiled the community recently, my Education Policy Center friends Pam Benigno and Ben DeGrow discuss the problem of public employee strikes and the need to reform teacher pay in a brand-new iVoices podcast: Whatever you think about how teachers ought to be paid, trying to make a point through a collective temper tantrum was not the way to go. If I tried that, I’d at least get sent to my room without dessert. Even worse, I might be grounded and not allowed to play with my Legos or Gameboy Advance. Though they haven’t gone down the path Boulder teachers have taken (at least not yet), similar disputes in Jeffco and Greeley look like they may go unresolved into the next school year.

For some reason these last days of the school year have me busy. So I don’t have a lot of time to write — except that I wanted to point out something especially for teachers (who must be even busier than I am, I guess). A great new study released by the Friedman Foundation compares data from the U.S. Department of Education’s Schools & Staffing Survey and traces the attitudes of public school teachers vs. private school teachers on a whole host of issues. Out of the many results highlighted by co-authors Dr. Greg Forster and Christian D’Andrea, I wanted to bring your attention to a short few: Private school teachers are much more likely to say they will continue teaching as long as they are able (62 percent v. 44 percent), while public school teachers are much more likely to say they’ll leave teaching as soon as they are eligible for retirement (33 percent v. 12 percent) and that they would immediately leave teaching if a higher paying job were available (20 percent v. 12 percent)….

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.

One of the main things my friends here at the Education Policy Center do is to shed light on the public debate with information. It’s good to see in scientific terms that information makes a difference with people’s opinions about important policy issues related to education. The new issue of Education Next highlights the research of University of Chicago Professor William Howell and Brown University Professor Martin West — who tested this idea in the area of whether schools should receive more funding. Here’s a sample of what they learned: The average per-pupil spending estimate from respondents to the 2008 Education Next/PEPG survey was $4,231, and the median response was just $2,000; but for these respondents, local average spending per pupil at the time exceeded $10,000. When told how much the local schools were spending, support for increased spending dropped by 10 percentage points, from 61 percent to a bare majority of 51 percent. Howell and West find that these differences in opinion based on exposure to key information are consistent across a wide range of socioeconomic backgrounds, views about the local public schools, and political ideologies. “It’s clear that the American public is quite willing to update its views […]

I was never really big into the whole preschool thing. My parents decided not to enroll me anywhere before kindergarten. So maybe I’m biased a little bit, but the piece “Does Universal Preschool Improve Learning? Lessons from Georgia and Oklahoma” by Lindsey Burke of the Heritage Foundation really shoots holes in many of the arguments for expanding early childhood education. Apparently, the idea that universal preschool gives kids an accelerated start into improved learning just doesn’t bear out on any large scale. Especially when you look at the Sooner State (and I think you ought to look at it sooner rather than later): More than a decade after offering students uni­versal preschool, neither Oklahoma nor Georgia has shown impressive progress in students’ academic achievement, as measured by the National Assess­ment of Educational Progress. In fact, in Oklahoma, fourth-grade reading test scores have declined since 1998 when the state first implemented universal preschool. Say what? Well, I guess you shouldn’t be too surprised — if you’ve been following what I say for any length of time. Like several months ago, when I pointed out what the brilliant Krista Kafer said about the overblown promises of government preschool pushers. They may not […]

A Friday quickie … Our Independent Teachers website links to a great new investigative story from Ed News Colorado detailing the Colorado Education Association’s (CEA) recent political contribution record, as well as the Every Member Option refund available to members.

Update , 12:45 PM: It looks like Jeffco isn’t alone with the impasse problem. Some teachers in Boulder Valley School District have taken it even further, staging a sick-out at Broomfield High School (H/T Complete Colorado). And it’s not the first time. Five years ago — when I was just a wee baby — the Boulder Valley Education Association staged a major “sick-out”. Then, as now, the terms of their collective bargaining contract read: There will be no strikes or other individual or concerted action designed to deprive the youth in the schools of services of Unit B employees [ed note: teachers and other certified professional non-administrative employees]. Any employee who engages in such actions during the term of this Agreement shall be subject to severe disciplinary action. Such disciplinary action shall be subject to the Grievance Procedure contained in this Agreement, except where applicable the state statute will apply. Earlier this week I pointed you to a breaking story from my Education Policy Center friend Ben DeGrow about teacher contract negotiations breaking down in Colorado’s largest school district. Well, the online journalists at Face The State picked up the ball with a full-length story today, including quotes from a […]

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 […]

My Education Policy Center friend Ben DeGrow is breaking a story about a serious disagreement in collective bargaining negotiations in Colorado’s largest school district: “Jeffco Teachers Union Calls for Impasse over Pay Dispute”. Check it out.

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.