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One of the most prominent concerns raised about President Obama's proposed performance-based funding plan for higher education is that it could reduce access by encouraging creaming.  In other words, what's to stop colleges and universities from simply raising the bars for entry, tightening their admissions policies, in order to improve graduation rates and lower default rates? Good question. I'd like to make a few points and then open this up for discussion.  It's one of the big areas that needs bright minds thinking hard in search of solutions, and I hope you'll jump in with good ideas.  We're going to have to look far and wide for solutions, as we can expect that folks in education probably don't have all the answers. 1. The problem already exists.  The number of colleges raising their admissions requirements over time tells this story.  So let's not pretend like we're creating a new problem. The question is whether we're making it worse. 2. N...

Once in awhile people ask me how I can continue to call myself an education optimist when the "new normal" is so grim.  They ask, "why do you continue tilting at windmills instead of being pragmatic and accepting the situation?" The answer is simple: acceptance is unnecessary and defeat is not an option.  I challenge the status quo for the sake of students. Today, I want to say Take that, windmill! The University of Wisconsin System just ceded to the demands of students across the State and agreed to cap a tuition increase at no more than 2% for the coming year and eliminate the waiting list for the Wisconsin Higher Education Grant.  This is a stunning reversal, as President Kevin Reilly had been lobbying against students, insisting that no cap was necessary. What happened?  Well, as I have long insisted, the issue is not entirely about a lack of state funding being provided to higher education but how administrators are spending   it.   When the ...

The latest entry in a continuing series here at The Education Optimists Have you ever sought a job as a professor? Depending on your field and where you’ve applied, it goes something like this: (1) You send in a letter of interest, a CV, and some publications. Maybe some letters of reference too, or perhaps just contact information for those people. If it’s a teaching institution or a school of education, maybe you’ll also send in a statement of teaching philosophy and some student evaluations. (2) If the search committee likes what they see in the file, they get in touch. This typically means you’ve published a fair bit, demonstrated that you have some interesting ideas, come from a good graduate program, have very solid letters that say you’re among the very best, can attract grant funding, etc. (3) Then you either meet with the committee via phone or Skype, or at a conference, or more commonly go to campus. (Sometimes it’s a two-step or three-step sequence, sometimes you just go ri...

The chatter among the education cognescenti this week is about what is and what isn't in the bipartisan ESEA draft released by Senate education chair Tom Harkin (D-IA) and ranking member Mike Enzi (R-WY). Let me repeat my prior contention that, politically, ESEA reauthorization is an issue for 2013 -- not 2011 or 2012. The Republican-led U.S. House is not going to give President Obama any kind of a political victory, despite the solid compromise put forth by the Senate HELP Committee. For that reason, the work currently underway is in part about laying the groundwork for a future compromise, in part a genuine attempt to get something done (despite the House), and in part political cover. The bill itself represents a sensible step back from a pie-in-the-sky accountability goal of 100% proficiency in favor of annual state data transparency, continued data disaggregation among subgroups, and greater state flexibility over educational accountability. Personally, I am not an accountabi...

A USA Today investigation calls into question "dramatic" improvements in student test scores in select District of Columbia schools due to an "abnormal pattern" of erasures. This occurred during Michelle Rhee's tenure as DC schools chancellor. Among the 96 DC schools that were flagged for wrong-to-right erasures by the city's testing contractor in 2008 "were eight of the 10 campuses where Rhee handed out so-called TEAM awards 'to recognize, reward and retain high-performing educators and support staff'.... Rhee bestowed more than $1.5 million in bonuses on principals, teachers and support staff on the basis of big jumps in 2007 and 2008 test scores. In 2008, to her credit, then-DC state superintendent (now Rhode Island education commissioner) Deborah Gist recommended that large test score gains in certain schools be investigated, but as USA Today reported, "top D.C. public school officials balked and the recommendation was dro...

Even before Alexander Russo's tweet last week ("I read somewhat [sic] that you should wait at least 30 min between switching sides and diving back into the debate, just like eating & swimming"), I was drafting this blog item about Diane Ravitch and had landed in just about the same place. I struggle in making a professional assessment of Diane Ravitch's conversion from a Lamar Alexander-era U.S. Assistant Secretary of Education and a No Child Left Behind proponent to chief curmudgeon on all things draped in education reform. Her past explanations about "accumulating evidence" and getting "caught up in the rising tide of enthusiasm" for school choice don't seem to tell the whole story. I'm not suggesting she's insincere, but I just don't understand how she got from here to there. Don't get me wrong. I find myself in agreement with many of Ravitch's recent statements , especially those about the one-sidedness and rhet...

It's hard to believe that the Wall Street Journal fancies itself a national newspaper while publishing this largely baseless, political clap-trap on its editorial page: But national standards are no substitute for school choice and accountability, which are proving to be the most effective drivers of academic improvement. First of all, to frame education reform as pitting national standards against choice/accountability is ridiculous on its face. It is a false choice. Plus, the Obama Administration's reform blueprint is so much more broad than that. About the only thing that the WSJ editorial gets right is in saying that national standards "won't magically boost learning" by themselves. Secondly, the WSJ appears to be falling into the "silver bullet" mentality all too prevalent among simplistic education reformers. "Just run schools like a business!" Or, "[INSERT pet approach] is the answer." Yes, we've been down that road b...

The Central Falls (Rhode Island) Teachers' Union, an AFT affiliate, has approached district superintendent Frances Gallo and signaled a willingness to compromise over several reform issues that last month led Gallo and the school board to recommend the firing of the entire staff at Central Falls High School. It appears that this story is still being written. Sometimes dramatic steps are what is needed to achieve compromise. For more, check out today's Washington Post ... "I am pleased to reassure the union their place in the planning process," Central Falls Superintendent Frances Gallo said in a statement. She said she welcomes union input in developing "a dynamic plan to dramatically improve student achievement" at Central Falls High School. Gallo's statement followed an overture Tuesday from the Central Falls Teachers' Union, an affiliate of the American Federation of Teachers. The instructors have offered support for a longer school day, as well...

I have to side with Rick Hess over Andy Rotherham on the question of whether the mass firing of teachers at Rhode island's Central Falls High School is a portend of things to come. In yesterday's Christian Science Monitor story , Hess calls the situation in Central Falls "a canary in a coal mine." In a blog post yesterday, Rotherham calls is "a bogus trend story." “This will be a canary in the coal mine,” says Frederick Hess, director of education policy studies at the American Enterprise Institute. Such dramatic moves are likely to multiply as “an increasing crop of no-excuses superintendents and state commissioners” take the view that “it’s essential to clean house” to improve persistently failing schools, he says. This Rhode Island high school situation sure seems like a bogus trend story. Turnarounds may be a trend but really dramatic moves like this seem pretty anomalous. That whale in Florida killing people seems like a more common trend than sch...

Today's Providence Journal story reports that Central Falls , Rhode Island's " tiniest, poorest city has become the center of a national battle over dramatic school reform." Even the New York Times and the Washington Post have taken notice. While firing the entire teacher corps at Central Falls High School is a dramatic step, the school board's and superintendent's decision was largely based on the district's track record of very poor student outcomes, the teachers' rejection of a reform plan ultimatum from state Education Commissioner Deborah Gist targeting the state's lowest-performing high schools, and accountability pressures from the federal Education Department. The decision is supported by U.S. Education Secretary Arne Duncan, who recently weighed in on the controversy, applauding them for “showing courage and doing the right thing for kids.” Nonetheless, the impact on individual teachers is great and undoubtedly places their li...

Is this really any surprise given an education accountability system that grades performance and issues sanctions based on a single indicator: student test scores? Hat tip: This Week in Education

The problem with Jay Mathews' defense ( "Measuring Progress At Shaw With More Than Numbers" ) of a Washington, DC school principal who did not demonstrate student learning gains at his school after one year is that the principal operates within an accountability system that demands such a result. In this case, both Mathews -- and DC Schools Chancellor Michelle Rhee, as described in Mathews' WP column -- are right not to have lowered the boom on Brian Betts, principal of the DC's Shaw Middle School at Garnet-Patterson, based on a single year's worth of test scores. The state superintendent of education's Web site says Shaw dropped from 38.6 to 30.5 in the percentage of students scoring at least proficient in reading, and from 32.7 to 29.2 in math. But those were not the numbers Rhee read to Betts over the phone. Only 17 percent of Shaw's 2009 students had attended the school in 2008, distorting the official test score comparisons. Rhee instead recit...