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Articles: Policy & Compliance

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For administrators, teachers, students and their families in some districts, summer isn't what it used to be. Trying to stem a "summer slide" of learning loss by students and also to avoid having to build more schools to cope with overcrowding, districts are operating on year-round schedules that shorten the traditional summer vacation while adding breaks through the year, which traditionally averages 180 days of instruction, according to the U.S. Department of Education.

The Common Core State Standards are bringing some changes to curricula across the country—but not just in the classroom. School librarians are preparing for the shift and its new emphasis on 21st-century skills including information literacy, primary resources, independent thinking and complex texts. The New York City Department of Education—the nation's largest school system—is relying on its library staff to implement these standards in the coming years.

In just the first six months of 2011, 10 states and the District of Columbia have passed legislation supporting school voucher or scholarship tax credit programs. This has been a big year for school advocates. While some states expanded already existing school choice programs, six new programs were created in Arizona, Indiana, Ohio, Oklahoma, North Carolina, and Wisconsin—beating the previous record of five new programs set in 2006.

President Bush

U.S. Secretary of Education Arne Duncan perhaps reached his breaking point in early June when he gave Congress an ultimatum to fix No Child Left Behind or he would begin issuing waivers to districts facing sanctions under the bill. Education advocacy groups, including the American Association of School Administrators (AASA) and the National School Boards Association (NSBA), have been campaigning for this form of regulatory relief since it became clear that reauthorization of the Elementary and Secondary Education Act—NCLB's formal title—would not occur by the upcoming school year.

At a recent conference that I attended, I learned quite a bit about the development and implementation of online courses in public schools. However, I left the workshop feeling a bit discouraged, even disgusted. Not with regard to online learning; in fact, I am cautiously optimistic that online coursework will benefit students in many different ways. But the more I heard, the more I felt disillusioned.

In the 2008-2009 school year, Adams County (Colo.) School District 50, just north of Denver, did something only previously attempted by the small rural Chugach school system in Alaska. The struggling district with roughly 10,000 students abandoned the conventional concept of grade levels and implemented a standards-based system, which only advances students to the next level when they have mastered certain skills. Three years later, student achievement is lower than ever before, and the superintendent that guided the district through this reform is stepping down.

Arts education is being left out of the national conversation about how to reform schools, according to a report released May 6 by the President's Committee on the Arts and Humanities.

The report acknowledges that tight budgets and high-stakes testing has placed arts education on the back burner, but it affirms that there are cost effective models to incorporate the arts across the curriculum that, when done properly, can raise student achievement, attendance rates and behavior.

Failure Is Not an Option is not just the title of a best-selling book; it's a mantra for many high-performing districts. The Mansfield (Texas) Independent School District adopted this motto in 2007 and hasn't looked back.

The district—the second-largest in Texas with over 35,000 students—was far from low-achieving, although it was experiencing rapid change with the addition of over 2,000 students each year. Located outside Dallas, Mansfield has had to add a new school each year for the last 13 years to keep up with enrollment. It currently has 40 schools.

Buzz surrounding the results of the 2009 Program for International Student Assessment (PISA) program, released late last year, has yet to cease. The report proved that achievement gains of American students were stagnant when compared to students of various foreign countries.

Extensive media coverage of New York City's Harlem Children's Zone's cradle-to-career program over the past several years has served to focus mainstream attention on school reform in a way unprecedented in recent history.

The Obama administration has grand hopes for turning around the nation's lowest-performing schools, in part by allocating $3.5 billion for School Improvement Grants. Unfortunately, there simply aren't enough qualified principals to replace those mandated to be fired under two of the four school improvement models that the federal government says districts must follow to tap into that funding.

In March, U.S. Secretary of education arne Duncan estimated that 82 percent of schools could fail to make adequate yearly Progress in the 2011- 2012 school year. The startling statistic left many wondering whether the problem was with the schools or with the guiding policy of no child Left Behind.

If you were to call the D.C. Opportunity Scholarship Program, a monotone recording would answer, "The number you have dialed is unallocated."

The organization has become a ghost town since the Obama administration began phasing out the controversial voucher program, which provides federal funding for low-income D.C. students to attend private schools. The program has seen signs of a revival in the House of Representatives, however.

For Michele Hancock, the recently hired superintendent of the Kenosha (Wis.) Unified School District No. 1, her job is not business as usual. When she took the position last summer, she had a vision to transform the district, including questioning all practices, programs and policies to ensure they meet the needs of all students.

"Readiness" is in. But are educators prepared for the implications?

The push for common core standards—coupled with the distressing numbers of college students who need remedial courses and the dissatisfaction among business leaders with the preparation of high school graduates—has ignited the institutional and political movement to tackle the "readiness problem."