Last year, Michael Petrilli and the folks over at Education Next put together a list of the top edu-Tweeters out there in the Internets. The list instantly generated a great deal of discussion, with some Tweeters demanding they be included on the list and others surprised by those who were included.
Month: August 2012
To the Shore
It’s been about two and a half years since dear ol’ Eduflack’s last vacation. So today’s I’m packing up the car and taking the edu-family down to the Jersey shore for a week of vacay (or at least as much vacay as one can get with a six year old and a soon-to-be five year old).
A Commissioner’s Network in CT
In May, the Connecticut General Assembly officially established a “Commissioner’s Network” to turn around the state’s lowest-performing schools. Modeled after turnaround efforts in places like New York City, Louisiana, Tennessee, and Michigan, the Commissioner’s Network was created to identify those schools in most need of turnaround and reconstitute them under the oversight of the Connecticut Commissioner of Education.
The Commissioner’s Network is no longer an abstract concept. It is now a very real action, impacting actual students, teachers, and communities across the state. And it is doing so by adopting significant turnaround efforts that reject the status quo and engender hope in those school communities most in need.
These turnaround plans introduce much-needed steps to improve student outcomes. For example, all schools have extended learning time for both teachers and students, and have introduced new ways to hire, retain, and assign staff. In Bridgeport, the Curiale School will require that any teacher hired or retained must earn high performance evaluations. In Hartford, Jumoke at Milner will increase the school year by 34 instructional days, including longer days and Saturday academies. Norwich’s Stanton Elementary is hiring “resident teachers” who will support master teachers in each grade level. And at New Haven’s High School in the Community, outdated school models based on seat time will be replaced with a competency-based instruction, meaning that students will advance once they have mastered content and skills.
Around the Edu-horn — August 15, 2012
Some of today’s top edu-Tweets from @Eduflack:
Around the Edu-horn — August 14, 2012
A few of today’s top edu-Tweets from @Eduflack:
From AYP to a 15% Solution?
Despite the national pastime of griping about No Child Left Behind and its Adequate Yearly Progress (AYP) accountability measures, there hasn’t been nearly the attention placed on the NCLB waivers being granted by the U.S. Department of Education.
Our nation’s performance struggles, though, do not reside solely in those bottom 15 percent of schools. That is why Connecticut is following an absolute performance model, and not the 15-percent path. In Connecticut, virtually all of our public schools have room for improvement. Low-income students. Latino students. African-American students. ELL students. White students. Virtually all of our disaggregated groups, even those in our wealthiest communities, show a need for improvement.
As a nation, we do not want to give the impression that we do not need to worry about 85 percent of our schools. It portrays the achievement gap issue or the student performance issue as one that only impacts our lowest performing 15 percent of schools, making it a niche issue and not one that should concern each and every parent, teacher, community leader, and policymaker across the state. We must all accept that 85 percent of our schools are not doing great, and that most schools can and should improve.
When nearly 40 percent of students can’t read at grade level by fourth grade, it isn’t a 15 percent issue. When a third of students drop out of high school, it isn’t a 15 percent issue. When 70 percent of Connecticut’s public high school graduates require remedial education in college, it isn’t a 15 percent issue.
Around the Edu-horn — August 13, 2012
Some of today’s top edu-Tweets from @Eduflack:
Partnering for School Improvement
In this era of tight education budgets and state policymakers worried about the out years of new policies, how is one to advance a real agenda of innovation and school improvement?
[Kentucky Education Department spokeswoman Lisa Gross] tressed that the money distributed by the foundation would supplement, not supplant, state and other school funding.
“It’s more about innovation programs than it is about run-of-the-mill sorts of things,” Gross said, although she added it’s unclear exactly what the group will fund.
What a novel concept, looking for ways to supplement existing efforts and paving the way to innovate through a real reform agenda.
Testing Problem … or Cheating Problem?
For the past decade, opponents of the accountability movement had crowed about the problems with testing and establishing student achievement-based metrics to determine the success, or lack there of, of our public schools.
Heloise Pechan’s heart rose when she read the essay one of her students, a seemingly uninterested high school sophomore, had turned in for a class assignment on “To Kill a Mockingbird.” The paper was clear, logical and well written — a sign, she thought, that she had gotten through to the boy.
Her elation passed quickly. What came next was suspicion.
Pechan, then substitute teaching at a McHenry County high school, went to Google, typed the paper’s first sentence (“Kind and understanding, strict but fair, Atticus Finch embodies everything that a father should be”) and there it was: The entire essay had been lifted from an online paper mill.
Around the Edu-horn — August 7, 2012
Some of today’s top edu-Tweets from @Eduflack: