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Articles: Reform

Connecticut, home to some of the wealthiest and most destitute towns in the country, has the nation’s largest student achievement gap, according to the U.S. Department of Education.

This gap is most severe in Bridgeport, Conn., one of the poorest cities in the United States based on the percentage of children living at or below the federal poverty line. In Bridgeport Public Schools, fewer than half of the 21,000 students are proficient in math and reading, according to the Connecticut Department of Education, and the high school graduation rate is 55 percent.

A Nation at Risk: 30 Years Later

The National Commission on Excellence in Education published “A Nation at Risk” in 1983 during the Reagan administration. The report attacked the U.S. education system and called for immediate and extensive reform. Hugely influential, the report inspired much discussion regarding the effectiveness of public schools. Thirty years later, educators from District Administration held an interactive web seminar to debate the influence of the report, as well as what the state of education is today and what the future could hold.

Iowa and Indiana are two Midwestern states that are taking radically different approaches to education, with one increasing funding for public education and the other taking it away.

President Barack Obama announced plans to provide universal preschool for American children. Public education has made few changes in the 30 years since the “A Nation at Risk” report was released, laying out the dire conditions of U.S.

This April marks the 30th anniversary of the controversial Reagan-era report “A Nation at Risk”—and little has changed since.

Comments from education leaders, supporting and critiquing the president’s plans.

New York schools may soon undergo a transformation, with extended learning time, higher-paid “master teachers,” and full-day pre-kindergarten programs in high-need communities, according to Gov. Andrew Cuomo. The governor’s plan, based largely on a report from the New York Education Reform Commission, also calls for integrating social and health services through community schools, and recruitingGov. Andrew Cuomo addresses gun control in Albany, N.Y. in January.

District of Columbia Public Schools in Washington, D.C. are retaining far more higher-performing teachers than lower-performing ones due to recent reforms, making it the first urban district in the nation to demonstrate this effect, according to research by The New Teacher Project (TNTP).

Parents from Desert Trails School

Desert Trails Elementary School in Adelanto, Calif. has been on the federal watch list for failing schools for six years, with only one-third of sixth-graders at grade level in reading and math. But come next August, it will be transformed into a charter school, thanks to a small group of parents who for the first time enacted major reform under the state’s controversial parent trigger law.

Michelle RenéeSchool turnaround policies that include firing and replacing teachers and administrators in hopes of raising test scores are actually detrimental to schools, according to a report from the National Education Policy Center.

Odvard Egil DyrliAfter serving as editor-in-chief of District Administration magazine a few years ago, and then leaving temporarily to work on other projects, it is an enormous personal privilege to return as executive editor and greet our many readers again. Or, as they say in the movies, “He’s back...!”

Hite with Philly kids walk to school

When William Hite Jr. introduced himself as a candidate for superintendent of the School District of Philadelphia in a community meeting earlier this year, he read from a list of student concerns he had jotted down on a slip of paper. For example, one student observed that there were more police officers than counselors in some schools, and another wished that teachers would find new ways to teach and find ways to engage more students.

Five years ago, a pair of science teachers at Woodland Park (Colo.) High School turned their pedagogical approach upside down. Rather than stand up in front of the classroom, Jonathan Bergmann and Aaron Sams sent their respective students home with videos of themselves lecturing. And rather than assigning traditional homework, work that most students could get tripped up on if they are not sure about a certain topic, the teachers gave students time in class—with their close supervision and help—to put their learning into practice.

Evaluating teachers—whether casually or more rigorously, annually or less frequently—has long been part of the job description of many a principal and assistant principal, who often have relied on occasional observations to make their judgments. What’s usually resulted are an overwhelming number of “satisfactory” ratings and the infrequent “unsatisfactory” designations.

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