Tag Archives: problem

Let's Make Vocational Programs a Bigger Slice of School Choice Menu

You probably assume a prolific blogging prodigy like myself eventually will head to a prestigious 4-year university — maybe even with Doogie Howser-like potential. But what if when I turn 16 some day my heart is set on a career as a plumber or a chef? You wouldn’t deny me that, would you? Writing for the America’s Future Foundation, Liam Julian of the Hoover Institution says we could take a big bite out of our high school dropout problem by engaging more students in vocational education programs — particularly those that integrate academics directly with students’ career aspirations, providing greater relevance to many teens (H/T Heritage Insider): Imagine a 17-year-old who does not want to attend college (or at least not right away); who finds parsing Macbeth maddeningly immaterial; who yearns to learn a practical skill and put it to use; who feels his personal strengths are being ignored and wasted; who is annoyed by his school’s lackluster teachers, classroom chaos, and general atmosphere of indifference. Too often, such a pupil has no other options. He has no educational choice.

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Offering Ideas to Address Stapleton School Overcrowding Challenge

What to do if you’re a school district, you have a fast-growing neighborhood, and not enough tax revenue to meet the promises to build schools for the elementary and middle school kids in the area? Well, Denver Public Schools is confronting that problem right now in regards to the Stapleton neighborhood. A meeting with community members “to share a list of options about what to do about overcrowding” is scheduled for next Tuesday. While it’s hard to argue that this situation isn’t a sticky one, my Education Policy Center friend Ben DeGrow nevertheless has written a new piece for Education News Colorado (also re-posted at the Independence Institute website), proposing some suggestions to help the district and citizens think outside the box a bit. Here’s the flavor:

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Not "For the Children", Blaming the Children: A Unique Policy Approach

You usually hear politicians, like our governor, and those begging for more money for the school system make the case that it’s “for the children.” It’s become a cliche. Hey, I’m not blaming anyone … I’ve made the *“for the children” schpeel once or twice myself. But the leader of an independent teacher organization in Georgia takes a whole different approach. At least when quoted in the Atlanta Journal-Constitution this week about Education Secretary Arne Duncan’s plan to turn around failing schools (H/T Eduwonk):

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Obama Speaks to Schoolchildren … Where's the Real Local Control?

Update 5, 9/8: The speech that went off today, and the lesson plans that accompanied it, were a lot less creepy and controversial than the original release. Who knows how much the uproar had an effect on that? Anyway, I commend to you two thoughtful perspectives on the whole episode: by Jay Greene at Education Next and by coolreformchick at Edspresso. The good news about the President addressing schoolchildren across the nation? At least this time Congress won’t start an inquiry into it. Update 4, 9/4: I have gathered and posted numerous responses from Colorado teachers and schools to Obama’s address to schoolchildren. Also, my Education Policy Center friend Ben DeGrow explains what he told Denver Post reporter Jeremy Meyer that didn’t end up being quoted in today’s story. Update 3, 9/3: Westword blogger Michael Roberts noticed me!! I’m glad he likes my sense of humor. I have a 5-year-old kid crush on him now …. Hope he also reads my latest on this topic. Update 2: Jim Geraghty notes that the Department of Education has reworded the teacher’s guide to make it less offensive. A good idea … you think? Meanwhile, Douglas County School District south of Denver, the […]

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Will Colorado "Race to the Top" of the Class? Would That Be a Good Thing?

Update, 8/26: The witty voice of experienced education reformer Checker Finn eloquently notes that “the country’s most powerful education organization has fired a big grumpy shell across the bow of the country’s earnest and determined education secretary. This battle is joined.” I invite you to read his perspective. When it comes to the U.S. Department of Education doling out money to states for reform and innovation, is Colorado like the nerdy kid at the front of the class who sucks up to the teachers? That’s the colorful metaphor Education Week blogger Alyson Klein crafts to explain our state’s approach to getting Arne Duncan‘s “Race to the Top” money: If the competition for a slice of the $4.35 billion Race to the Top Fund were a K-12 class, Colorado would be the kid sitting right up front, wearing gigantic glasses, furiously taking notes, and leaping up to answer every single one of the teacher’s questions. The latest effort? A petition, sent to folks in Colorado, urging them to endorse the state’s bid. Hidden beneath the surface are concerns that Colorado might not meet the early expectations and be one of the top finalists.

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Are Michigan Lawmakers Being Inspired by Colorado's Innovation School Act?

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.

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Please Don't Let Unions Play Hide-and-Seek with Teachers' Money

Hide-and-seek can be a lot of fun, but not when someone else — especially some big group — is playing it with your money. That’s why my friends at the Independence Institute make such a big deal about government spending transparency. But what about transparency for teachers who belong to, or have to pay fees to, a union? Following the story of the Indiana state teachers union that lost millions of dollars of members’ money through gross mismanagement, James Sherk and Dan Lips from the Heritage Foundation wrote a great piece for yesterday’s National Review Online called “Shady Dealings”. They explain how teachers unions have fought having to shine light on their financial activities:

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Talking Temper Tantrums & Teacher Pay

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.

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Yes, We Should At Least Give the Year-Round School Idea a Chance

It isn’t easy for me to say this, and many of my fellow kids may vote me out as a Benedict Arnold, but Colorado teacher Kathy Kullback has a good point: Maybe there’s something to the year-round school idea. What? No more summer vacation, you argue? Ms. Kullback writes: As a special educator, I tried to sign up special education students with generalized learning disabilities reading below grade level for summer school, but soon learned that the only special education students who take an extended year are cognitively disabled. I was advised that I not extend my students’ school year because the esteem issues associated with students of average cognitive ability attending summer school with students with cognitive disabilities is too severe. Then why not offer different classes for the learning disabled student? If year round classes are good for cognitively disabled students, it seems to me that year round classes would give regular education students that needed boost of continuity, and aid in their achieving academic success. It just makes sense. Year-round school usually means more overall days in the classroom. But just because you give up the long summer vacation doesn’t mean you’re in school every week of […]

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Teacher Pay & Tenure System Like Pounding Square Peg into Round Hole

Have you ever tried to pound a square peg into a round hole (or vice versa)? How about after that doesn’t work a couple times, you go out and buy 100 of the same square pegs to keep trying what already failed? It makes about as much sense as most systems we have today for training, developing, paying, and retaining teachers. Sure, we’ve seen some progress with performance pay programs — Colorado has produced some leading examples — but the old-fashioned salary schedule still persists. Pay teachers based on seniority and academic credentials. Never mind, as the Denver Post‘s Jeremy Meyer observes from Urban Institute education director Jane Hannaway (with supporting evidence compiled here), that teachers overwhelmingly improve during the first four years of their career and then just stop: “It’s one of our very consistent findings,” said Hannaway, presenter last week at the American Educational Research Association annual meeting in San Diego, citing at least two recent studies of teacher effectiveness. “The reason of course is not clear, but it’s in study after study,” she said. “Teachers do get better (in the beginning). If you look at the same teacher at Year One, they look a lot better at […]

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