charter schools

Education: GOP Convention Edition 2012

Eduflack accountability, Achievement gap, charter schools, Presidential campaign, reform

Last week, the Republican National Convention met in Tampa, Florida to nominate former Massachusetts Gov. Mitt Romney and U.S. Rep. Paul Ryan (WI) as its presidential ticket for this November.  While education was a not a major focus of the convention, there were some real gems offered up.

No, Eduflack is not talking about New Jersey Gov. Chris Christie’s “stand” on teacher tenure and collective bargaining.  I’m talking about the remarks delivered by former Florida Gov. Jeb Bush and former Secretary of State Condi Rice.
From Jeb:
We say that every child in America has an equal opportunity, but tell that to a kid whose classroom learning is not respected.  Tell that to a parent stuck at a school where there is no leadership.  Tell that to a young, talented teacher who just got laid off because she didn’t have tenure.  The sad truth is that equality of opportunity doesn’t exist in many of our schools.  We give some kids a chance, but not all.  That failure is the great moral and economic issue of our time and it is hurting all of America.

I believe we can meet this challenge.  We need to set high standards for students and teachers, and provide students and their parents the choices they deserve.

The first step is a simple one.  We must stop prejudging children based on their race, ethnicity, or household income.  We must stop excusing failure in our schools and state removing — start rewarding improvement and success.  We must have high academic standards that are benchmarked to the best of the world.  You see, all kids can learn.  Governor Romney believes it, and the data proves it.
And from Condi:
We have been successful because Americans have known that one’s status of birth is not a permanent condition.  Americans have believed that you might not be able to control your circumstances but you can control your response to your circumstances.

And your greatest ally in controlling your response to your circumstances has been a quality education.  But today, today when I can look at your zip code and I can tell whether you’re going to get a good education, can I honestly say it does not matter where you came from, it matters where you are going?  The crisis in K-12 education is a threat to the very fabric of who we are.

My mom was a teacher.  I respect the profession.  We need great teachers, not poor ones and not mediocre ones.  We have to have high standards for our kids, because self-esteem comes from achievement not from lax standards and false praise.

And we need to give parents greater choice, particularly poor parents whose kids, very often minorities, are trapped in failing neighborhood schools.  This is the civil rights issue of our day.
Some pretty powerful words from those who know what they are talking about.  Just take a look at Bush’s record in Florida, particularly his efforts to boost reading proficiency in our youngest students.  And Rice is now back at her perch at Stanford University, most likely the top higher education institution in the United States.
This week, it will be the Democrats’ turn in Charlotte.  Who will step up and out-education Jeb Bush?

“No Criticism is Too Vicious and Too Fact-Free”

Eduflack accountability, Achievement gap, charter schools, high-stakes testing, teachers, vouchers

Earlier this week, CBS Radio star and White House expert Mark Knoller (@markknoller for you Twitter followers) noted that former President Bill Clinton, while at a political event, said “‘no criticism is too vicious and too fact-free’ for opponents to use against Pres Obama.”

It was one of the few times, particularly lately, when Eduflack really paused to reflect on something I had seen on Twitter.  Regardless of whether it applies to the Obama-Romney showdown this fall, one thing is true.  President Clinton’s statement definitely applies when one looks at education reform.
Yes, there is no criticism too vicious or too fact-free for opponents to use against education reform.  Or perhaps, to be a little more generous and to paraphrase a line from Seinfeld, when it comes to defending the status quo, it isn’t a lie if you believe it to be true.
Don’t believe it?  Take a look at the opinions and vitriol that follow education reform across the nation.  In state after state, those who defend the status quo issue the same lines and look like carbon copies of other status quoers.  
If one is for greater accountability, then one is pro-bubble sheets and only teaching to the test.
If one supports public school choice, then one is stealing dollars from our community schools.
If one demands increased parental involvement and parental rights, then one is anti-teacher.
If one calls for teacher evaluations, then one is anti-collective bargaining.
If one provides philanthropic support to improve public schools, then one must be a profiteer looking to make personal fortunes off public education.
If one highlights the achievement gap and the disparities in both quality and outcome for Black and Latino students, then one must be a race-baiter.
If one asks for public school improvement, then one must be trying to privatize the schools and enact a voucher system.
If one believes we can do better and wears the tag of education reformer proudly, then one must be an anti-teacher, anti-union, anti-public school Republican looking to take over the system.
Sadly, there are no attacks that are too vicious or too devoid of fact for the defenders of the status quo.  In our modern era of campaign politics, it is all about trying to tear down the opponents.  It isn’t about policies.  It isn’t about facts.  And it certainly isn’t about the students.  It is about protecting what one has, no matter how ineffective the system may be.
And what of the reformers?  They simply have to stand and take the attacks and the vitriol, no matter how ridiculous.  Try to confront it, and you merely encourage those status quo defenders.  Try to set the record straight, and any egregious statement you don’t address is automatically accepted as gospel.  
In politics, we keep talking about the need for an end to negative politics and a new era of debate and collaboration.  The same can be said of education reform.  This should no longer be an argument of who is anti-teacher, who is anti-accountability, and who defines what as a true public school.  Instead, we should be focusing on both identifying the problem and offering real solutions.
Defending the way we have always done things because that is how we have always done things is not a solution.  Now is the time for ideas, for promising practice, and for real solutions.  Now is the time for a debate robust in facts, not a time for fact-free attacks.

“Ludicrous”

Eduflack charter schools
Across the nation, the defenders of the educational status quo continue to push back on reform efforts.  One of their loudest arguments is that school choice and charter schools are somehow a ploy to help someone “get rich.”  No, to those status quoers, it isn’t about kids.  
Forget that most charter schools are run by not-for-profit organizations.  Forget that for-profit charters are illegal in many states.  Forget that philanthropic supports for school choice are but a fraction of what a given school district or state is paying for public education in a given community.  We want to believe in ghosts, things that go bump in the night, and that schools of choice must be some sinister ploy of self interest. 
Perhaps the best response to this “profiteering” line comes from Democratic consultant extraordinaire James Carville.  As quoted in the new movie The Experiment and highlighted in Alexander Russo’s This Week in Education blog, Carville stated:  
“The idea that the schools here in Orleans Parish are some kind of result of some scheming people on Wall Street you know, trying to get 40 percent returns is just ludicrous.  I just don’t buy it.”
No truer words have been spoken with regard to the misguided charges of profiteering.  It is just ludicrous.  And it disrespects those families and those kids who are looking for better options and better educations. 

Why Fear Choice?

Eduflack accountability, charter schools

According to Section 5210(1) of the Elementary and Secondary Education Act (ESEA), the Federal Government offers a comprehensive definition of a “charter school.”  The full definition actually has 12 components to it, including:

* Operates in pursuit of a specific set of educational objectives determined by the school’s developer and agreed to by the authorized public chartering agency
* Complies with the Age Discrimination Act of 1975, Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and Part B of the Individuals with Disabilities Education Act
* Meets all applicable Federal, State, and local health and safety requirements
* Operates in accordance with State law
 
But there are two components of the definition that are most interesting, and relevant to the discussion of education reform.
First, A charter school “is a school to which parents choose to send their children, and that admits students on the basis of a lottery, if more students apply for admission than can be accommodated.”
Second, A charter school “has a written performance contract with the authorized public chartering agency in the State that includes a description of how student performance will be measured in charter schools pursuant to State assessments that are required of other schools and pursuant to any other assessments mutually agreeable to the authorized public chartering agency and the charter school.”
So charter schools are public schools.  They have to operate in accordance with all state laws and Federal requirements.  They must meet specific educational objectives.  They must be held accountable for their performance and for the performance of their students.  And they encourage family involvement by giving parents a choice.
Sounds good, right?  Then why do spend so much time fighting about charter schools?  Why do we pit public schools against each other, with charter opponents alleging that public charter schools “steal” money from traditional public schools?  Why do antagonists paint public charter schools, run by not-for-profits, as the gateway to school privatization and profiteering?  Why do we bemoan a lack of parental engagement in the classroom, then condemn those families that demonstrate their engagement by seeking to enroll their children in a public charter school?
There is no one-size-fits-all student, no one-size-fits-all method of instruction, and certainly no one-size-fits-all type of school.  We should be looking for ways we can offer a full portfolio of school choices — traditional publics, charters, magnets, technicals, vo-ags, and the rest — that are designed to meet student needs, family desires, and community expectations.  And we should be positioned to learn from all of the above, using best and promising practices to improve that full portfolio of public schools for all of our kids.
Despite the fear promoted by many charter opponents, public charter schools are not in the business of looking to take over the public schools.  They are public schools looking to provide choice to families looking alternatives.  They are public schools looking to provide opportunity to those who feel locked in a failed situation.  They may not be for every student, but for some, they are the path to possibility. 
Whether a family is looking for a school of choice for better academic opportunities, a safer learning environment, or one of many other reasons, we should be embracing choice.  It improves all of our public schools and, more importantly, improves student learning for all, regardless of race, family income, or zip code.

It’s the Ed Reform Prom!

Eduflack AFT, charter schools

Vision 2032: Shaping the Future of Education.  That is the topic of this year’s Yale School of Management Education Leadership Conference.  The event, hosted by the Yale SOM Education Club, has become a “must attend” for national education reform leaders, offering a virtual who’s who in the reform community.  

This year’s festivities start this evening with a concentrated day of speakers and panels tomorrow.  Friday morning kicks off with a morning keynote featuring John King, Kevin Huffman, and Deborah Gist, the state commissioners in New York, Tennessee, and Rhode Island, respectively.  The impressive lineup of speakers can be found here.
For those who will be New Haven for the event, dear ol’ Eduflack has two roles at the conference.  Tonight, I am part of the kickoff panel titled, “Connecticut — At the Tipping Point?”  I’ll be discussing the reform efforts in the Land of Steady Habits with Mary Loftus Levine, the president of the Connecticut Education Association, and Paul Vallas, the interim superintendent of Bridgeport Public Schools.  Also joining us will be Connecticut Gov. Dannel Malloy.
Tomorrow, I’m moderating a session on collaboration between school districts, unions, and charter schools.  Participants include Garth Harries of New Haven Public Schools, Boston Collegiate Charter School’s Shannah Varon, Kelly Tynan of UP Academy Charter School of Boston, and the AFT’s Randi Weingarten.
For those attending, welcome to Connecticut (and to New Haven).  For those not registered, you should be able to follow the event on Twitter from @YaleELC or by following tweets with the #YaleELC hashtag.  It’ll be well worth the look.
(Full disclosure, Eduflack served on the Advisory Committee for this year’s Yale ELC.)

SOTU MIA

Eduflack accountability, charter schools, early childhood education, ESEA, RTT

Earlier today, Eduflack examined the educational highlights of President Obama’s State of the Union address.  The Cliff Notes version — strong on effective teachers, keep every kid in high school until age 18, college is expensive.  But what is equally interesting is what was NOT included in the SOTU, particularly as a lead-up to the presidential campaign.  

What was missing?
Race to the Top — No mention whatsoever of the crown jewel of the Obama education reform platform.  No talk about the progress states like Delaware and others are making. No discussion of the new world order likely coming out of the first few rounds of RttT.  (But there was that veiled reference to RttT driving states to adopt the Common Core, but only the insideriest of insiders will have caught the “for less than one percent of what our Nation spends on education each year, we’ve convinced nearly every State in the country to raise their standards …”)
Early childhood education — Despite the hundreds of millions of dollars the Obama administration just awarded to the winning states in the RttT Early Learning edition, there was no mention of ECE or the importance of ensuring all kids are ready to learn when the hit kindergarten.
Principals — In the President’s focus on effective teachers, he seemed to forget that a great principal is just as important — if not more so — in improving student learning and turning a school around.  Using “educators” is the common catch-all phrase, but Obama decided to focus just on teachers.
ESEA — No call to reauthorize the Elementary and Secondary Education Act.  No sense of urgency to act, as we have heard in previous years.  Have we officially determined this is a 2013 activity now?
Parental engagement — In one of his earlier SOTUs, Obama got all Bill Cosby on us and called for greater parental involvement in the K-12 process.  This year, nothing.  If we are serious about real reform, it can’t all be on the backs of the teachers Obama singled out.  It requires involved and committed parents, clergy, business leaders, and community voices too.
Choice — Embracing the entire public school infrastructure — traditional publics, public charters, magnets, and technicals — used to be a part of the President’s educational stump speech.  But when talking about the need for all kids to finish high school, there was no mention of ensuring all of those kids actually have access to good high schools.
Competitive Grants — Similar to the failure to mention RttT, we saw no mention of the Investing in Innovation (i3) Fund, no discussion of the impacts of recent educational budget “consolidations,” and no teaser on ARPA ED.  Are competitive grants moving to the back burner?
What else are we missing?  Anyone?  Anyone? 

“Choice Can, Should, and Must Inform”

Eduflack Achievement gap, charter schools, National Journal

It is School Choice Week!  Of course, that means yet another debate focused on whether schools of choice should play a role in our K-12 public education infrastructure.  By now, you would think such a debate would be unnecessary, yet the beat goes on.

Over at National Journal’s Education Experts Blog, the question of the week is “Is school choice a useful tool to fuel common ground on education policy?”  First up to offer a resounding “yes” to the question is dear ol’ Eduflack.
As for the continued question at hand, I opine:
It is unfortunate that, in 2012, we must continue a debate about whether all students should have access to high-quality school options. It is unfortunate that too many children don’t have the opportunity to attend public schools that can change their destinies. And it is truly unfortunate that we continue to look for excuses and justifications for denying students access schools that are proven to be effective when it comes to addressing all students’ learning needs and preparing all kids – regardless of race, family income, or zip code – for college and career.

And in answer to the question of the week:
Choice can, should, and must help inform the entire education policy agenda. Ultimately, our goal must be to provide great public schools to all students, no excuses. Public school success, regardless of the wrapper it might wear, serves as the exemplar for driving change. We should be agnostic about where solutions come from, as long as they are real, effective solutions that work for our kids. The stakes are too high for us to accept anything less.
Happy reading!

Happy Birthday, Nicklebee!

Eduflack accountability, Achievement gap, charter schools, ESEA, National Journal, NCLB, SBRR

Yes, we are now smack in the middle of celebrating the 10th anniversary of our beloved No Child Left Behind.  As we should expect from something that has been on the “out” list the past three or five seasons, many of the birthday wishes are focusing on the failures or shortfalls of the law.  Yes, shocker!

So over at the National Journal Education Experts Blog, Eduflack focuses on some of the strengths of the law — those positive specifics that we must continue to improve and build on.  Accountability.  A strong focus on achievement gaps.  A commitment to evidence-based decision making.  Choice.  All made enormous steps forward in the NCLB era, and all are essential if we are to improve public education in the post-NCLB era.  After all:
At the end of the day, NCLB will best be remembered as an unfinished legacy, one with great promise, but real challenges in delivering on those promises. But we cannot deny that NCLB succeeded in moving K-12 education away from a discussion of process and inputs (as it had been for so many iterations of ESEA before it) and towards a focus on outcomes. We have started to see students and families as the customers in the process, with providers (the public school system) improving the quality of their product. And now, parents can look at test scores and other achievement measures to determine the return on investment for their local education dollar.
 
Enjoy!