When H.R. 3989, the Student Success Act, reached the House floor in late February, the controversy surrounding it followed. The Student Success Act is a bill sponsored by Rep. John Kline, chairman of the House Committee on Education and the Workforce, that would revamp No Child Left Behind. The bill was approved in the education committee on a party line vote by Republicans on March 6.
The textbook, The lecturer and the classroom are three pillars of modern-day schooling that date back hundreds of years. Each was invented to solve a problem.
The textbook was invented because information was scarce, the lecturer because teachers were few and the classroom because learning was local. These enduring icons persist into the Internet age, shaping our view of learning and driving the popularity of their digital grandchildren, things like iPad “textbooks” and the Kahn Academy “lectures.”
Offering incentives to high school students to complete their courses early is an idea popping up around the country. The Early High School Graduation Scholarship Program bill in the Missouri state legislature, for example, promises scholarships to students completing high school in less than four years. The bill, proposed by state Sen. Scott Rupp in January, was created in hopes of increasing student achievement, encouraging students to pursue college as an affordable option, and perhaps save the state’s school districts some revenue.
With new Common Core State Standards assessments in K12 mathematics due to be in use by the start of the 2014-2015 school year, many district administrators and teachers do not know what they should know about them now and are not taking steps they should be taking to prepare for them. While they are aware that the assessments are being developed, educators generally do not understand what that means to them, according to Doug Sovde, senior advisor to the Partnership for Assessment of Readiness for Colleges and Careers (PARCC).
While administrators and teachers wait for more information about the Common Core assessments, the Partnership for Assessment of Readiness for Colleges and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC) are developing them, including seeking vendors to write test questions.
Michelle Rhee is back. Rhee’s grassroots organization, StudentsFirst, metaphorically descended on the state capitol in Alabama last month, ready to persuade state legislators to reform K12 education. With more than one million members, including parents, grandparents, teachers, principals and policy makers, StudentsFirst advocates for education reforms, via state or federal legislation and policies, that will improve student achievement.
In November 2011, the National Science Teachers Association (NSTA) polled its 600,000 members and found that 82 percent had faced skepticism around climate change education from their students, and 54 percent faced skepticism from parents. Most notably, NSTA reported that several of their respondents noted the political polarization of climate change education and the effect it has on their teaching. Climate change has been a divisive issue, particularly regarding its role in the classroom, for a number of years. In 2007, President Barack Obama—then Sen.
Shelly Landry, Minneapolis Public Schools’ lead counselor and former president of the Minnesota Counselors Association, swears that Naviance has transformed the district’s guidance department, which manages nearly 34,570 K12 students. Landry says that the program, an online tool for tracking students’ progress in preparing for college, has improved the rate of graduates headed to college.
Every state in the country now has a longitudinal data system extending beyond test scores, according to the Data Quality Campaign’s seventh annual Data for Action analysis. Thirty-six states—a giant leap from zero in 2005—have implemented the organization’s 10 Essential Elements of Statewide Longitudinal Data Systems. While the results are promising, Aimee Guidera, executive director of DQC, warns that building the data system isn’t enough.
Technology may have, at last, caught up with the intentions of balanced assessments—or at least it has in the Douglas County (Colo.) School District, according to Syna Morgan, the district’s executive director of performance and accountability. Already a high-performing district with 62,000 students across 86 schools, Douglas County wanted to take its assessment data to the next level by making students not only college-bound, but global leaders.
Even before the federal Department of Education’s Office of Civil Rights ended its 19-month compliance review of potential civil rights violations in the Los Angeles Unified School District, district leaders knew they had to change their program for ELLs and other students.
With Over 60 percent of school districts considering staff reductions to balance budgets (Kober & Renter, 2011), class size is likely on many educators' minds. With money tight, schools are seeking to focus available funds on those policies and programs most likely to have a positive impact on student learning. Although the effects of class size have been debated for decades, Tennessee's STAR project in the late 1980s seemed to settle the argument.