Here’s the thing about me: I love schools. And I’m in them all the time. Lots of them, all over the country. So it’s safe to say that I am as aware as just about anyone what is out there when it comes to American educational options.
And yet here’s the other thing: I’m constantly hearing about new places doing great work — new to me, at least, because the folks there have been doing their thing for a long time — and whose approach to learning is precisely the sort of thing we should be hearing a lot more about.
Increasingly, I’m hearing a question that drives me crazy: “Are you for or against charter schools?”
There can only be one legitimate answer to that question: It depends.
Are you speaking of the situation in Michigan, in which four out of five charter school operators are for-profit entities? Or the overall tendency for charters to be even more segregated than their public school neighbors? Or the reluctance by some charter leaders to hold themselves to the same standards of transparency and openness as traditional public schools?
If so, thumbs down.
But if you’re talking about places like Baltimore, where all charter school teachers are unionized (and the charters themselves are almost all locally conceived and teacher-led), or if you’re pointing to the growing movement among some charters to intentionally enroll and serve integrated student bodies – by way of the National Coalition of Diverse Charter Schools – the picture takes a very different shape.
And then there’s what’s happening with Summit Basecamp – a new sort of partnership between charters and traditional public schools that may very well offer the best evidence so far of what Al Shanker first called for back in 1988, when he imagined a new kind of school in which teachers could experiment with different ways of reaching students, and then inject that wisdom back throughout the public school system.
What makes a mind come alive?
How can one community impact every child?
What do schools need to be changing from, and to?
And how can states set the conditions for lasting change?
In theory, these questions have always mattered. In reality, they are about to matter a lot more now that the United States Congress is poised to reauthorize its central education policy for the first time in thirteen years – and usher in an era of state authority on everything from school accountability to teacher education policies.
Now that the balance of power is shifting back towards the states, what should they do with it?
, Teacher Quality
Tags: colorado, education policy, ESEA, ESSA, good video, Maine, New Hampshire, next state of learning, Wisconsin
On a recent weekday morning in Washington D.C., several hundred teenagers hurriedly made their way through their high school’s hallways in a frantic effort to get to class on time.
I know – nothing new there. Except that in this particular school, the hallways had ubiquitous electronic clocks that measured time in bright red numerals down to the second, and these particular students had just three minutes to move from one class to another. “They had five minutes last year,” principal Caroline Hill told me, in between passionate exhortations for her students to keep moving. “And it was a complete waste of time.”
As I travel around the country this month, participating in public conversations about the promise and peril of school choice, it seems fitting that right as we marked the 60th anniversary of the Brown v. Board of Education decision, I would end up having lunch with Michael Alves.
Tags: Brown v. Board of Education, charter schools, diversity, education policy, Equity, Integration, school choice, school policy, segregation
In the span of a few weeks, all of DC seems to be abuzz with the prospect that our elected officials may actually try to ensure greater racial and socioeconomic equity in the city’s public schools — apple carts be damned. First, there was the Op-Ed two colleagues and I published in the Washington Post, […]
There are a lot of smart people in Washington, D.C., and one of them is Evelyn Boyd Simmons.
A longtime D.C. resident, an effective parental advocate, and a firm believer in the unmatched promise of public education, Evelyn has a way of cutting to the quick on complicated, contentious issues. And so it was when in a recent conversation, she summarized the state of affairs in American public education with a clever turn of phrase.
“What people like to call school choice,” she said flatly, “is nothing more than clever marketing. What folks really have is school chance.”
From 2000 to 2010, the white share of the District of Columbia’s population grew from 30.8 percent to38 percent . And from 2000 to 2012, the median household income in the city rose 23.3 percent while the nation saw a 6.6?percent decline, adjusted for inflation. This rapid gentrification provides a once-in-a-generation opportunity to create racially and socioeconomically integrated public schools. The D.C. Advisory Committee on Student Assignment, which is redrawing school boundary lines and feeder patterns, should seize this opportunity.
Now that DC is taking up the delicate question of whether its boundary lines for neighborhood schools needs revisiting — the first time they’ve done so since 1968 — it’s worth thinking through the issue with them. This morning, I was part of a public radio conversation that featured DC Deputy Mayor Abigail Smith and […]