Monthly Archives: May 2014

A somewhat overlooked education policy outcome from this year’s Colorado legislative session was the passage of House Bill 1382. Outside the realm of full-time online schools, where the legislation has real but not overwhelming impact, HB 1382 generally follows the recommendations of a short-lived K-12 Online Education Commission, which I told you about earlier. As sent to the governor, the bill authorizes the creation of a task force that would work on two major areas: Craft high-quality standards for authorizers of K-12 online programs; and Oversee the development of pilot programs to test innovative education policies in the online sector.

The good news from yesterday is summed up in two words: Sine Die. Near as I can tell, that’s Latin for “The legislature gets out of town, productive everyday citizens breathe a sigh of relief.” (But maybe I need to enroll in one of Colorado’s fine classical schools to find out for sure.) The not-so-good news comes from a pair of test results that leave me sadly shaking my head. First, Colorado’s critical 3rd grade reading TCAP scores took a slight dip this year. We’re talking about 71.5 percent passing the proficiency bar in reading, as opposed to 73 percent last year. The Denver Post story mentions one metro district that has bucked the trend, with Colorado Public Radio’s Jenny Brundin shining the spotlight on Westminster:

Many years ago, someone famously said: “I have seen the future, and it works.” Ironically, Lincoln Steffens said that about the Soviet Union, and he ended up being grossly incorrect. What I see included in the future of Colorado K-12 education is considerably more modest and considerably less likely to backfire. When it comes to positive and promising development in Colorado K-12 education, I don’t need to be quite so brash — nor expect to be just plain wrong — as Mr. Steffens was. I’m talking about student-based budgeting, which directs money to schools based on the needs of individual students attending there rather than on (often secretly) negotiated staffing formulas. As students exercise their choices within our K-12 public education system, the dollars as much as possible should be portable along with them. This move in turn puts more autonomy at the local school level, where decisions can better be made to benefit students.

Happy Teacher Appreciation Day! Note that I say “Teacher,” not “Teachers” — and not just because it sounds much less awkward that way. Many, many teachers no doubt are worthy of appreciation. But they should be appreciated, and treated, as the diverse and skilled individuals they are. They bring different backgrounds to the profession, serve different groups of students in different kinds of schools, and teach different subjects in different styles. And guess what? Many of them get different results! So why not talk about appreciating them as individuals? It’s healthy for us all to be reminded that teachers aren’t widgets. It’s safe to say that #TeachingIs something that varies in different contexts. Thankfully, when it comes to how teachers are paid, we also see some innovative diversity in Colorado. Take a look at Harrison’s Effectiveness and Results program, pay-for-performance in Dougco, and Eagle County Schools’ “Professional Excellence, Accountability, and Recognition.” While the three look somewhat different, they share in common the feature of dropping altogether automatic pay raises based on seniority and degree credentials.

Update, 4:30 PM: The Friedman Foundation blog notes the “Friday Freakout” reaction against the proposed North Carolina program is largely based on fears that open enrollment would lead to administrative chaos. That hardly seems like a compelling argument to me. Giving parents more say and students more options in K-12 education should be a no-brainer, win-win policy. Allow any student to cross district boundaries and enroll in any public school that has room for him? You mean there are states that still don’t do that? Guess not. Or at least in one significant case, at least not yet. Last week the Charlotte Observer reported:

Yesterday I got to share some good education news. Today it’s something different. I probably should have done it the other way around, because it’s better to end the week on a high note (why is it that lately when I use the term “high note,” some big people start laughing and telling jokes about Colorado?). When looking at this April 25 report from the U.S. Department of Education, the laughter stops. According to the report, Adams County School District 14 leaders spent four years disregarding serious claims about hostile discrimination against Hispanic students, parents, and staff members. Zahira Torres shone the light on the extent of the problem in Wednesday’s Denver Post. The story contains more examples than I can recount in this space. But they include incidents such as:

Nearly a year ago I pointed readers to an enlightening report from a group called America Achieves. The report showed how, based on international tests, even our nation’s middle-class students were falling behind their socioeconomic peers in many other countries. The findings reminded us why the bold innovators in Douglas County have been working to raise the bar. But how do Dougco students themselves compare with their international counterparts? We have a fresh sample that offers a clear glimpse. Yesterday the district released 2012 PISA results for 15-year-olds in the two participating Dougco high schools: