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Contents contributed and discussions participated by REL N

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REL N

Obama's budget: A play for the center? - CNN.com - 0 views

www.cnn.com/...index.html

ADMS707 Niemeyer Budget

shared by REL N on 15 Feb 11 - No Cached
  • While it's absolutely essential to live within our means ... we can't sacrifice our future in the process," he told reporters while touting some targeted new education spending. "We have a responsibility to invest in those areas that will have the biggest impact in our future" while "demanding accountability."
REL N

63% Say It's Too Hard To Get Rid of Bad Teachers - 0 views

www.rasmussenreports.com/...ard_to_get_rid_of_bad_teachers

ADMS707 Niemeyer Tenure Student Achievement

shared by REL N on 13 Feb 11 - No Cached
  • REL N on 13 Feb 11
     
    New poll captures discontent for teacher performance and public schools.
REL N

House GOP Looks to Slash Education Spending - 2 views

blogs.edweek.org/..._gop_slashes_education_sp.html

ADMS707 Federal Funding Cuts

shared by REL N on 13 Feb 11 - No Cached
  • REL N on 13 Feb 11
     
    GOP proposes numerous cuts in federal education spending. Significantly reduces or eliminates programs that the President proposed in his recent State of the Union speech.
REL N

Quantitative Analysis in, Educational Administrator Preparation Programs - 1 views

www.edweek.org/...20schoolboards.h30.html

ADMS707 Niemeyer Governance

shared by REL N on 08 Feb 11 - No Cached
  • REL N on 08 Feb 11
     
    School Board members are still focused on student achievement over charter schools, performance pay etc. Hess article attached.
  • REL N on 08 Feb 11
     
    School Board members are still focused on student achievement over charter schools, performance pay etc. Hess article attached.
REL N

Education Week: States Aim to Curb Collective Bargaining - 0 views

www.edweek.org/...20bargaining_ep.h30.html

ADMS707 Teachers Union

shared by REL N on 07 Feb 11 - No Cached
  • REL N on 07 Feb 11
     
    GOP leaders are proposing bills to limit collective bargaining to wages and benefits. They want to exclude teachers/unions from the table when they develop education policy.
  • REL N on 07 Feb 11
     
    GOP leaders are proposing bills to limit collective bargaining to wages and benefits. They want to exclude teachers/unions from the table when they develop education policy.
REL N

E Pluribus Unum? : Education Next - 0 views

educationnext.org/e-pluribus-unum-2

ADMS707 Federal CoreStandards

shared by REL N on 07 Feb 11 - Cached
  • And that content should be married to national standards of “proficiency” in these subjects at these grade levels, and joined to national exams by which we determine how well and by whom this is being accomplished.
    • REL N
      REL N on 07 Feb 11
       
      It is interesting that VA has chosen to stay out of the Core Standards frey--not because the state Board of Ed doesn't agree with the concept but because they feel that VA's SOLs are superior and more rigorous than a national core might be. Interestingly the VA performance in the chart below hovers closer to the poor end of the spectrum... not the superior end.
  • attempting to avoid bias by including everyone’s biases only generates more problems.
  • I’d probably install Core Knowledge in the primary and middle grades and the International Baccalaureate (IB) in high schools.
  • ...3 more annotations...
  • having these things vary from state to state produces mediocrity, cacophony, waste, duplication, and confusion (see Figure 1). Survey after survey makes clear that (if the question is asked correctly) parents favor national standards and tests. Instead of letting “That’s the first step toward a national curriculum” serve as a conversation stopper, let’s deploy it as a conversation starter. Let’s acknowledge that “curriculum,” loosely defined, is supposed to be aligned with standards and appraised by assessments.
  • Let me note, finally, that I’m unimpressed by Meier’s “habits of mind” alternative to content (see below). It’s wonderfully seductive, but the serious psychologists with whose work I’m acquainted (see, for example, “Reframing the Mind,” check the facts, Summer 2004) don’t put much stock in this Howard Gardner–originated proposition that youngsters can learn skills devoid of content. It’s the absence of essential core content from her view of schooling that lies at the heart of our curricular disagreement.
  • We boiled it down to five “habits of mind” that we claimed (somewhat pompously) underlay all the academic disciplines as well as the mental and social disciplines needed for living in a complex modern society: (1) How do you know what you know? What’s the nature of your evidence? How credible is it? Compared to what? (2) Are there other perspectives? What affects our points of view? How otherwise might this be seen? (3) Are there patterns there? A sequence? A theory of cause and effect? (4) Could it be otherwise? What would happen if? Supposing that x had not happened? and (5) Who cares? Why does it matter? As you can see, they blend into each other and, in a way, just define a mind state of skepticism and informed empathy. It suggests having to take seriously the idea that one might be wrong, and so could others. We added “habits of work” like meeting deadlines and being on time and “habits of the heart” like caring about one’s impact on others.
REL N

Broken Promises: What the Federal Government Can Do To Improve American Education - Bro... - 0 views

www.brookings.edu/...ing_k12education_loveless.aspx

ADMS707 Federal Conservative

shared by REL N on 07 Feb 11 - No Cached
  • REL N on 07 Feb 11
     
    Ratvitch/Loveless identify 4 principles: (1) fix existing federal programs, (2) bring mandates in line with the revenues required to meet them (3) send federal education money to schools and not to support bureaucracies (4) resist the temptation to regulate curriculum, instruction, teachers etc
REL N

Americans Support Federal Involvement in Education - 1 views

www.gallup.com/...ral-involvement-education.aspx

ADMS707 Federal

shared by REL N on 06 Feb 11 - No Cached
  • Forty-three percent of U.S. adults want the federal government to be more involved in education than it is currently and 20% want it to keep the same level of involvement,
  • Parents of school-aged children are particularly supportive of expanding the government's role in education, with 56% favoring more involvement.
  • Americans are, at a minimum, content with the current level of federal involvement in education. Still, views on this are highly partisan. Sixty percent of Republicans favor less federal involvement in education while 63% of Democrats want to see more. By 44% to 33%, independents tend to favor more involvement over less.
  • ...2 more annotations...
  • 54% of Americans dissatisfied with the quality of K-12 education in the United States today, the highest Gallup has recorded since August 2000.
    • REL N
      REL N on 06 Feb 11
       
      More than 50% of Americans feel that the public school system is failing yet 80% of American parents are completely or somewhat satisfied with the quality of education their children are receiving.
  • By contrast, American parents have remained largely satisfied with the quality of education their own children are receiving. The 80% currently saying they are either completely (35%) or somewhat (45%) satisfied is the most positive assessment Gallup has measured since the question was first asked in 1999.
  • REL N on 06 Feb 11
     
    "A combined 63% of Americans want the federal government's role in education either maintained at its current level or increased. The figure is 72% among parents of K-12 schoolchildren. The fact that a majority of Americans are dissatisfied with the status of education today may give added support to an expanded federal role."
  • REL N on 06 Feb 11
     
    Gallup poll results reported Sep-2010 r.e. role of the federal government in education.
REL N

Charles Kolb: Educational Success: America's New Industrial Policy - 1 views

www.huffingtonpost.com/...al-success-ameri_b_810464.html

ADMS707 Federal Resource-allocation

shared by REL N on 04 Feb 11 - No Cached
  • And we need to approach our education investment as we approach infrastructure or industrial policy.
    • REL N
      REL N on 04 Feb 11
       
      NOOOO! We need to better define the type of success we can achieve given that individuals are in different places at different times in their lives. We need to support people where they are and help them move forward in areas and at a pace that is right for them. If a 16-year old is able to perform well in a college program then that is where s/he should be. If a student is gifted in math and abhors and does poorly in history, then we should nurture her/his strengths and stop holding them to their social grade level in math and wasting their time and their passion drilling them in history. Ultimately, they will be happier, more productive, and more willing to contribute to society in a math-related endeavor.
  • "define success up." Our new industrial and competitiveness policy as a nation should be focused relentlessly on those talented young children and adolescents who show educational promise. We should double, perhaps triple, federal, state, and private sector resources that support gifted-and-talented programs in our schools. We should nurture this talent the same way some institutions nurture athletic talent. This approach is not elitism; it is smart commonsense.
    • REL N
      REL N on 04 Feb 11
       
      Yeah... I think we all saw what happened when we had a leader who was proud of getting "C's" in college. And, then we are not really sure if a "C" actually meant a "D-" but was given to ensure social promotion. I would not go to a surgeon who either did not want to go to medical school or was not able to succeed in her/his training. That is not elitism. It is more than simply common sense. It is effective data-driven/evidence-based decision-making. A person might be terrific and funny and caring (and perhaps rich and attractive too) but they should not be given a role beyond their knowledge and capabilities.
  • If such an exam cannot be developed within six months, then perhaps we really have wasted a lot of time over the last 30 years. Algebra in New Hampshire is not different from algebra in California. Reading skills and reading-level assessments should be the same in each state. Grammar doesn't vary across state borders, and gravity tends to work the same way everywhere. The governors are well-positioned to lead a national discussion about what our high school graduates should know and be able to do -- and then devise a test that measures the success of our young people in mastering what they need to know to be successful. The National Governors Association is already doing excellent work in this area -- but it has to move faster.
    • REL N
      REL N on 04 Feb 11
       
      f we stopped the gaming in elementary and middle school testing and relied on the teachers and administrators to implement effective local testing and take appropriate actions to ensure learning, we would have more resources (time, money, people) to develop appropriate and resonable assessments at the high school level. These must be based on higher order thinking and include essays, video-taped dialogues/presentations, and some simple answer tests. The evaluation should be done by humans outside the local area and care must be taken to ensure inter-rater reliability. This is done in other countries as well as in the states with the IB diploma programme. It is do-able and the graduates will be well prepared and confident that they can move forward. Our initial pass rates may not be as high as we would like, and we need to be prepared to accept that some students may take more than 12 years or choose to take a less rigorous set of exams; however, we will have a higher level of success overall and our students will be much better prepared as citizens and workers.
  • ...6 more annotations...
  • We need to change our approach from preventing failure to promoting success.
  • In late December 2010, the Education Trust reported that nearly 25 percent of high school graduates taking the U.S. Army entrance exam cannot answer basic questions in math, science, and reading. Some of the questions were pretty basic: "If 2 plus x equals 4, what is the value of x?"
  • all children can learn, not all children are ready to learn at the same time. If some of our classrooms have disruptive students, these students should attend other classes until they become serious about learning.
  • And finally, we should learn from the French, who for decades have had a baccalaureate exam that is a prerequisite for advancing to post-secondary education. In France, the "bac" exam is typically taken by 17- and 18-year-olds, but if a student fails the exam, he or she can take it again -- even later in life. The "bac" serves two purposes: it sets a standard for what French high school graduates know and can do, and it serves as a moment of consequence for French young people: they cannot move forward until they have proved their proficiency.
  • In several states, where testing has been adopted, we find large discrepancies between how the states report their children's performance on "No Child Left Behind" tests and the often much lower performance found by the objective National Assessment of Educational Progress.
  • resources we've squandered. We need a more tough-minded and focused approach that identifies, nurtures, and rewards success
  • REL N on 04 Feb 11
     
    I'm not sure how I feel about this blog. Part of me says "Oh no!" while the other part says that we need to make education accessible but we would be better served to go with a more individualized approach. Right now it feels as though we often cater to the lowest common denominator which is not fair to anyone. Can we learn something from the operations concept of mass customization? Educators--feedback please!! I'd love to hear what your experience tells you r.e. these issues.
REL N

United States Education Dashboard - 1 views

dashboard.ed.gov/default.aspx

Federal ADMS707 Metrics Results

shared by REL N on 04 Feb 11 - No Cached
  • REL N on 04 Feb 11
     
    On-line tool providing lagging indicator education results.
  • REL N on 04 Feb 11
     
    In corporate strategy we said that our dashboards provided business intelligence for real-time decision-making. I commend this effort but I do not think that the metrics are granular enough or that the data are available quickly enough. While an interesting attempt/first step, I see this as an on-line collection of "rear view mirror" performance. We have not really captured leading indicators. Rather, this tool makes it easier for us to review our lagging indicators. We can get a clearer picture of our deficiencies/gaps, but I'm not sure how this will help inform timely and effective decision-making.
REL N

Review of Research in Education - 0 views

rre.sagepub.com

Research in Education

shared by REL N on 01 Feb 11 - Cached
  • REL N on 01 Feb 11
     
    Link to issues of "Review of Research in Education" produced by AERA
REL N

Charter Schools - News - Times Topics - The New York Times - 0 views

topics.nytimes.com/...index.html

Charter Schools Resources Center for Education Reform

shared by REL N on 01 Feb 11 - No Cached
  • REL N on 01 Feb 11
     
    Subject page of NY Times with a good resource list that includes working links.
REL N

Serious in Singapore - NYTimes.com - 0 views

www.nytimes.com/...30friedman.html

Singapore Education Strategy

shared by REL N on 01 Feb 11 - No Cached
  • REL N on 01 Feb 11
     
    Interesting comparison between schools in US and Singapore. Singapore built a well-functioning society because top officials "applied ... lessons [learned at the Kennedy School at Harvard] vigorously."
REL N

The "Big Three" of Education Reform - NYTimes.com - 1 views

freakonomics.blogs.nytimes.com/...-big-three-of-education-reform

Research Findings Accountability Nonprofit Foundations

shared by REL N on 01 Feb 11 - No Cached
  • REL N on 01 Feb 11
     
    Mounting evidence shows that business-type/market-based reforms are not delivering anticipated results.
REL N

When Dad Loses His Job - On Education - NYTimes.com - 1 views

www.nytimes.com/...31winerip.html

Unemployment Impacts Struggling Schools Homeless Students

shared by REL N on 01 Feb 11 - No Cached
  • REL N on 01 Feb 11
     
    Parents' job loss prompts students to worry that they may need to leave a key support systems--their school.
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