One of the more important documents that is out there swirling around the Internet is the new federal / Obama “A Blueprint for Reform” document. This document ostensibly lays out the plan that the President and feds have for the reauthorization of ESEA legislation (i.e., Title I, etc.). Obviously, Title I and other related federal funding for education drives lots of things in public education (in all the states) – to wit NCLB and its ramifications. In a time of economic downturn and stimulus packages, federal money becomes even more relevant (with or without “strings”) in the public education discussion.
While others are postulating its impact, I am still muddling through it and I am not sure what I think of it yet, I did note some curious though ultimately huge changes in the direction proposed (reauthorization is a ways off yet). While there is discussion of students graduating "college and career ready" (old stuff) – it seems clear that this is no longer an either/or paradigm, but the pressure is on AND – that is, students should be BOTH college and career ready upon their graduation from high school. Shifting from an OR mentality to an AND mentality is a huge shift. The second issue, though not as immediately apparent, is the idea that the federal government will somehow be responsible for and run our schools – which is more than a bit curious as it has always been a constitutional and states’ rights issue. So, if that is true, what happens when a state or district just says no?
So have you read the “blueprint” and do you have thoughts on its direction, implications, and ultimate impacts on public education?
"...this must be a national priority."
ReplyDelete"A world-class education is also a moral imperative – the key to securing a more equal, fair, and just society."
"...but also an outline for a re-envisioned federal role in education."
Just from these quotes alone I would guess a federal takeover of schools is going to happen next.
Have you noticed that research is a component of both the proposed history and English standards? Students need resources such as libraries to get this stuff done and the research shows that 80% of students rely on their school library to do research or get books.
ReplyDeleteRemember when student research was limited to the resources maintained in the libraries on campus? Today, students routinely access libraries from across the globe to build their understanding of concepts taught in class. They are beginning to access experts in the same manner. What will classes (and schools) look like in 5 - 10 years?
ReplyDeleteCarol Jones
ReplyDeleteAND/OR
Rewriting the NCLB Act does away with the 2014 goal of 100% proficiency in reading and math in favor of getting students college and career ready by high school graduation but how does one fulfill or know when that has happened…by tracking? There is no way to know this new proposal will successfully raise standards to get our kids where they need to be. Will the next new president of the United States want to change NCLB as well adding his or her new catch phrase? Yes, taking federal money means strings and tracking to establish return on the investment. Post high school stats have almost 40% of students enrolled in college requiring remedial classes with approximately 50% never finishing. How about asking these students what could have made them better prepared for college and/or career ready. Possibly a symposium or collaboration with colleges, etc. seems appropriate.
Under ESEA/Title I – recognizes the support /engagement of families in schools and the importance of parent/guardian in the success of each child. This seems to be the most imperative of issues but it is not clear how the government/state intends mandate this successfully.
Constitutional and state rights mean that when state or district says no just file a legal challenge in the federal court.
I can't quite picture elementary aged students (5-12 years), accessing their instructors/experts through the internet. Students need teachers. I would like to understand how we are going to accomplish the AND with less? The District needs to evaluate their priorities. Dr. Miller - The moral in your schools is the lowest I've ever seen. How will this help to accomplish the AND or the OR?
ReplyDeleteAND/OR
ReplyDeleteRewriting the NCLB Act does away with the 2014 goal of 100% proficiency in reading and math in favor of getting students college and career ready by high school graduation but how does one fulfill or know when that has happened…by tracking? There is no way to know this new proposal will successfully raise standards to get our kids where they need to be. Will the next new president of the United States want to change NCLB as well adding his or her new catch phrase? Yes, taking federal money means strings and tracking to establish return on the investment. Post high school stats have almost 40% of students enrolled in college requiring remedial classes with approximately 50% never finishing. How about asking these students what could have made them better prepared for college and/or career ready. Possibly a symposium or collaboration with colleges, etc. seems appropriate.
Under ESEA/Title I – recognizes the support /engagement of families in schools and the importance of parent/guardian in the success of each child. This seems to be the most imperative of issues but it is not clear how the government/state intends mandate this successfully.
Constitutional and state rights mean that when state or district says no just file a legal challenge in the federal court.
I always hated it when my grandparents said it wasn't that long ago when ... But when I came to RUSD 26 years ago I asked where is the Vocational High School to team with my Industrial Arts classes? Mr. Lance replied "There are no plans to fund that project at this time." When Industrial Arts teachers united on our own time with our own money or donated materials to build and rebuild shops in the district and got reprimanded for not going through "traditional channels" we continued to support each other. When Perkins Funds got derailed and went into this career purgatory we have now with no "real" jobs at the end for our students we went silently away. As one by one those who knew what real authentic assessment was faded into retirement and their programs with them, the district standing on our throats all the while, the value of those students who usually aren't "traditional students" either, also went down. My credential authorizes me to teach Industrial and Technical Education K-JC. When we have a working integrated program which matches my credential we might have a chance at producing a student product that businesses everywhere would respect enough to hire.
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