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EPILOGUE (8/24/2010) : Well, my predictions below didn't quite pan out. FL and RI came in strong, but IL and SC flopped (but by mere points , of course). I was almost right that with two large states funded -- Florida and New York -- it would limit the number of winners. But the predicted nine became ten with the surprise inclusion of Hawaii (75 mil) among the winners, along with DC (also only 75 mil). For more on the winners, see here . --- Education Week (and its Politics K-12 blog), the Hechinger Report, the New America Foundation's Ed Money Watch , and the Massachusetts Business Alliance for Education have provided some excellent Race to the Top Phase 2 analysis. Based on Phase 1 scores, reviews of Phase 2 applications, and other considerations, I believe Florida , Illinois , Rhode Island and South Carolina are locks for Phase 2 funding. [ UPDATE (8/4/2010) : One thing that should be concerning to Georgia is an extremely low level of district buy-in ( 14% ) to its app...

Education Week 's Michele McNeil and Alyson Klein at Politics K-12 have the scoop on the Race to the Top, Phase 2 finalists. There are 19 of them: Arizona California Colorado District of Columbia Florida Georgia Hawaii Illinois Kentucky Louisiana Maryland Massachusetts New Jersey New York North Carolina Ohio Pennsylvania Rhode Island South Carolina Generally, I think this is about the number of and group of applicants that most expected, including me . The two biggest surprises on the list are Arizona (although it received support from Gates in Phase 2) and Hawaii. There are no shocking omissions from the list, although some felt that the likes of Arkansas, Connecticut, Michigan, Oklahoma and Utah had outside shots at success. Want to read all the finalists' applications to see what's so good about 'em? You can find links to all the applications here . Winners are expected to be named by the U.S. Department of Education in late August or early September.

This policy proposal from Senate Republican Leader Jon Kyl (of Arizona) with a $678 billion price tag -- yes, BILLION -- puts the hullaballo over the $800 million "edujobs" controversy into some perspective. How about we tap into THAT source of revenue by letting the tax cuts expire to save teachers' jobs and leave the currently authorized education reform programs alone? From Huffington Post ("Jon Kyl: Extend Bush Tax Cuts for Wealthy Even If They Add To Deficit"): Top Senate Republican Jon Kyl (R-Ariz.) insisted on Sunday that Congress should extend the Bush tax cuts for the wealthiest Americans regardless of their impact on the deficit, even as he and other Republicans are blocking unemployment insurance extensions over deficit concerns. White House aides immediately seized on the comments. Press Secretary Robert Gibbs wrote on Twitter, "Kyl says wealthy need big Bush tax cuts while middle class families are on their own to fend for themselves...

Ellen and Bob Kaplan, Jordan Hall, University of Notre Dame, 7/7/10 I just got back from Notre Dame, and boy, is my brain tired! Well, actually not. Despite a lot of walking for this out-of-shape math educator and a lot of strenuous mathematical thinking, I'm exhilarated after my first Math Circle Summer Teacher Training Institute with the wonderful Bob and Ellen Kaplan.  This was the third such institute held at the University of Notre Dame, a campus that seems as isolated from time as a medieval European monastery (though the food and accommodations are vastly better). I had wanted to go two years ago but couldn't get released from a relatively new teaching position to go. Last summer, I simply didn't have adequate funds to do it. But the third time was indeed the charm, and I can say without hesitation that this was the best-spent $800 I've invested in a very long time.  The Institute ran from July 4th through July 9th, with five days of sessions in the morning and ...

Today, Mathematica Policy Research, Inc. released the final report of its IES/U.S Department of Education -funded randomized controlled trial (RCT) of comprehensive teacher induction. It shows a statistically significant and sizeable impact on student achievement in mathematics (0.20 standard deviations) and reading (0.11 standard deviations) of third-year teachers who received two years of robust induction support. That's the equivalent of moving students from the 50th to 54th percentile in reading achievement and from the 50th to 58th percentile in math achievement. As a basis of comparison, I note that in 2004, Mathematica conducted a RCT of Teach for America (TFA). In that study , it compared the gains in reading and math achievement made by students randomly assigned to TFA teachers or other teachers in the same school. The results showed that, on average, students with TFA teachers raised their mathematics test scores by 0.15 standard deviations (versus 0.20 standard d...

Welcome to a special new series of the Education Optimists: the Promising New Teachers Award! We aim to identify, praise, and help place a few incredibly talented young women and men who are seeking the opportunity to work for schools across the country. Our inaugural choice is Stephanie Ake of New Hope, Minnesota. Stephanie is a recent graduate of the University of Wisconsin-Madison's School of Education with a degree in elementary education. She has also completed three years of extraordinary training and service as the nanny to the children of the Education Optimists! Stephanie has numerous qualities and dispositions that make her a stellar teacher. She is caring, patient, responsible and understanding -- skills necessary to manage a classroom of young children. She is reliable and trustworthy, always on time, always prepared, always ready. She is one of the most organized, and dependable people we have ever met, and at the same she is flexible and calm. It was a testament...

As discussions about the future of for-profit colleges intensify, my email inbox has begun to fill with inquiries. Why haven’t I weighed in? What do I think—is Congress on the right track? What does my recent conspicuous silence portend? While I’m flattered (and a little confused) by a seeming desire to hear my opinion, the truth is I haven’t been ready to provide one. Over the past few months I’ve spent a lot more time thinking about the for-profits and the tough questions their growing presence in higher education raise. I’ve struggled with an intellectual exercise of sorts, attempting to set aside the financial interests associated with the sector and simply consider whether common objections to the industry would exist even if its colleges were not-for-profit. It’s not easy to sleep at night when wrestling with complex demons like that. I’ve come to the conclusion that yes, objections would continue. We’d be worried about the quality of what’s being proffered, what students are ac...