President Obama’s path to performance pay
If the feds get tough, Race to the Top might work
Why charter schools should replace failing urban schools
Stop trying to fix failing schools. Close them and start fresh.
Here’s the second half of my compilation of recent publications you might want to read.
A bunch of very good publications have been released over the last few weeks.
An interview with the CEO of the Newark Charter School Fund
An interview with Robin Lake, the director of the Center for Reinventing Public Education
D.C. has recently undertaken two invaluable reforms that, when combined with the city’s other systemic features, place D.C. on the brink of becoming the urban school system of the future.
An interview with the former president of the National Alliance for Public Charter Schools
The U.S. Department of Education seems to be retreating from its earlier stance that common assessments are crucial, but it has signaled that it will still fight for rigor and alignment.
What I’ve learned from talking with the two consortia developing tests linked to the Common Core standards.
An interview with Tim Daly, President of TNTP
This revealing back-and-forth with the United States Department of Education is the third and final installment in our testing-consortia series.
The second installment of my testing-consortia series is a conversation with Smarter Balanced.
An interview with PARCC, one of two consortia of states funded by the federal government to develop “next-generation” assessments aligned with the Common Core State Standards.
Big happenings on the urban-schools front. In recent weeks, numerous cities have announced they’re looking for new district leaders.
It is troubling that many authorizers still don’t have high-quality practices in place.
I’m all but certain a number of states will take this report’s lessons to heart, and once again it will be said that TNTP influenced for the better our educator policies and practices.
The Recovery School District is infinitely superior to the failed urban district and, though the Achievement School District is still the understudy, we may soon see its name in lights.
Alabama’s decision to drop out of both consortia and choose a battery of ACT exams is enormous. This is the “Plan B” that many states have been looking for.
When scores from the first Common Core-aligned assessments are publicly released in the summer of 2015, lots of parents are going to be looking for solutions. The reform community should have a response.
Unless Secretary Duncan can be prevailed upon to reconsider, decades of education policy will be overturned and a federal agency will have assumed authority that should remain squarely in the hands of Congress.
According to news reports, New Jersey governor Chris Christie is on the verge of announcing that the state will take over the deeply troubled Camden school district.
The stories of these historical giants have three associations particularly relevant to our work.
The U.S. Department of Education just announced more SIG money going out the door.
If I could go back in time and begin my stint at an SEA all over again, I’d dedicate more energy to educator-preparation policy for three reasons.
Online and blended learning alter some of the most basic characteristics of traditional schooling. They change the relationship between student and teacher, student and student, student and device, family and school.
While working for the New Jersey Department of Education, I consistently struggled with a basic problem. My organization wasn’t designed to do the things that our leadership team prioritized.
Might there be compelling civic or social reasons for keeping open persistently failing or unsafe inner-city schools?
A new report on state-level implementation of Common Core merits some attention—but less for its top-line findings and more for how it confirms what I’m now calling the “Common Core Implementation Gap.”
Some recent reading has me adjusting my jaundiced view of Mr. Nixon and his team.
How New Jersey has tried to bridge the gap between policy and practice on teacher evaluations.
In the simplest terms, chartering should replace the urban district.
Public education is a set of guiding principles—a combination of beliefs about something that ought to be provided. How we bring them to life is up to us.
In education reform, we have a myopic view of our work, we’re failing to appreciate the complex ecosystem of which we’re a part, and we’re focusing on short-term matters and tactics instead of looking far ahead.
Assessments, beyond being technically complicated to produce and administer, may very well determine the future of Common Core.
The Gates Foundation’s MET study was a grand success in K–12 research. But what happens next is what matters.
The final report from the Gates-funded “Measures of Effective Teaching” project may prove to be the most important K–12 research study of this generation.
The next four years are probably going to be mostly about implementation of the last four years’ worth of policy changes. I hope that we dedicate equal bandwidth to monitoring the impact of NCLB waivers and making course corrections.
I’m very disappointed with the Department’s decision to name 16 states RTT finalists. A number of these states have glaring deficiencies that would make them unable to get over a medium bar much less the “very, very high bar” that Secretary Duncan said he would set.
In its Winter 2010 issue, Ed Next published my article, “The Turnaround Fallacy.” I appreciate the careful reading of and thoughtful responses to the article by those who have written. It’s encouraging that so many talented and energetic people are working to improve the opportunities available to kids assigned to troubled public schools. But I’m as convinced as ever that closing schools in a persistent state of failure is necessary.
Today, at close of business, state applications are due for the first round of Race to the Top funds. Coinciding with today’s deadline and the important work about to begin, Education Next is releasing my new article “Toothless Reform?” which makes the case that previous ARRA education funding hasn’t been used for reform and that the department needs to go to great lengths to ensure that the RTT generates the changes needed. As I write in the article, “when state proposals hit Arne Duncan’s desk, the secretary must become the toughest schoolmarm in America.”
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