Update, 1/5/12: Chris Tessone at the Flypaper blog also makes note of the Denver Post story, correctly observing: “It’s difficult to make an argument that taxpayers should be directly subsidizing union leaders. Organized labor already extracts indirect subsidies by skimming dues from teachers’ paychecks, sometimes against the desires of teachers.”

Guess what! Just over a week ago I banged on a drum that may have started to hurt some of your ears by now. The drum is the madness of taxpayer-funded release time for Colorado teachers unions. And then (out of the blue?) yesterday the front page of the Denver Post shouts about “Colorado teachers unions under fire for taxpayer subsidies from school districts.” Thanks so much to reporter Karen Crummy not only for taking note of this issue my Education Policy Center friends have highlighted for years but also for doing lots of her own digging to tell a pretty disturbing story.

The Post’s findings about the number of districts paying tax dollars for union officers and other teachers to leave the classroom, and the lack of accountability for the practice, track very closely with the findings in Independence Institute papers from 2004 and 2010. That’s probably why Crummy saw fit to interview and quote one of my Education Policy Center friends:

“It’s bad enough that they pay for union release time at all, but to not even have a basic level of accountability, especially in these tighter budget times?” said Ben DeGrow, an education policy analyst at the Independence Institute who has advocated that schools change union leave policies. “It’s kind of appalling.”

Yes, you could say that, especially when the article identified more than $5.8 million in taxpayer subsidies to teachers unions over the past five years. But don’t worry, the state’s largest teachers union gave the Post an answer for that: Continue Reading »

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A couple weeks ago I reminded you that Colorado’s public school open enrollment season is fast approaching, and mentioned a series of school choice expos hosted by Denver Public Schools (DPS). As it turns out, Colorado Public Radio’s Jenny Brundin attended one of the expos and filed an interesting report about “The Middle School Freak Out” (H/T Ed News Colorado).

Sometimes it’s easy for policy wonks like my friends in the Education Policy Center to focus on the abstract — the numbers and the philosophical debates. A story like Brundin’s, with interviews of students and parents, quickly reminds you that policy changes like expanded choice within DPS have ramifications sometimes not considered. Sure, it means various families have more educational options, but what does that look like in real life?

Choice can be empowering and liberating, but it’s also messy sometimes. The Public Radio story shines a light on the special distress that often accompanies the transition from elementary to middle school. (I’m not even close to being there yet, so don’t ask me what it’s all about.) Some families avoided the dilemma by enrolling students years before into one of the growing number of Colorado’s K-8 schools. But for those who need to make the transition, Denver now offers an unprecedented array of options — including, as the story points out, a (yucky) all-girls school.

Most interesting, though, is what Brundin captures about the process itself. She quotes one mom as saying: Continue Reading »

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With all the breathless attention on K-12 online education these days, you’d almost think it was a brand-new phenomenon — not something that got its start in Colorado more than a decade ago. This time it’s the Washington Post, chiming in to note that some are questioning the educational value of cyberschools.

Am I surprised? No. Let me repeat what I’ve said many times: Full-time online education is by no means the best option for all students, or even most students. But it works very well for many families who have chosen the learning option. Which some might have a hard time understanding if you believe the straw man presented by an opponent in the Post story: Continue Reading »

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Last week I told you that the first-ever Digital Learning Day is less than three months away. Someone out there must have been paying attention! Today the Wall Street Journal has a big — no, make that a huge! — article by Stephanie Banchero and Stephanie Simon about online education cleverly called “My Teacher Is An App”:

In a radical rethinking of what it means to go to school, states and districts nationwide are launching online public schools that let students from kindergarten to 12th grade take some—or all—of their classes from their bedrooms, living rooms and kitchens. Other states and districts are bringing students into brick-and-mortar schools for instruction that is largely computer-based and self-directed.

The first sentence talks about full-time online education, something that Colorado has had going for more than a decade. (You didn’t hear it from me, but a helpful new report on this topic from my Education Policy Center friends may be coming soon.) About 2 percent of our state’s K-12 public school students are enrolled in a full-time online program, and the number has been rising significantly in recent years. Continue Reading »

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Colorado’s education story of the month has been the state of public online schools. An in-depth investigative report by Ed News Colorado (and Rocky Mountain Investigative News Network) coincided with a request for a formal legislative audit by the state senate’s highest-ranking Democratic official. Ed News Colorado’s three-part series:

• Identified a problem with students transferring out of online programs after the student count day that determines funding;
• Observed shortcomings among online schools in academic test performance and completion rates; and
• Found one bad apple of an irresponsible online school operator that since has changed management companies.

The discouraging news cannot be completely brushed aside, yet the attention brought to online schools in Colorado demands context and a focus on genuine, equitable policy solutions that benefit students and support the ability of families to choose among excellent educational options. That’s why I have waited to write about the “story of the month” until my Education Policy Center friend Pam Benigno’s op-ed response was published today in the Denver Post: Continue Reading »

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It was to my youthful bemusement that today I ran across several edublog postings about a new “PDK” poll. PDK? At first I wondered that might stand for: Pretty Darn Klever? (or Kute?) Maybe Precociously Delightful Kid? (Guess they weren’t really talking about me, though….)

It’s actually the 43rd Phi Delta Kappa poll of American opinion on the public schools. Who has time to actually read it these days? Maybe you do, but instead I’ll just point you to some highlights brought out by more astute commentators: Continue Reading »

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This hasn’t been one of the big issues on my education transformer radar, nor is it one I’ve covered before. But it does bring out an interesting point of clarity for those who are interested in our K-12 schools and the politics that surround them. The Coloradoan in Fort Collins reported yesterday that the state’s largest teachers union has filed a legal challenge against a new public school reporting requirement:

The statewide teachers union has sued the Colorado Board of Education over new rules requiring the public disclosure of teacher arrests.

The board passed the new rules this spring at the prompting of Fort Collins resident and board chairman Bob Schaffer.

The first attempt to establish the rule was shot down by a 4-3 vote in May 2010. The State Board went back to the drawing table to address concerns and complications, but the teachers union remained fundamentally opposed: Continue Reading »

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The must-read, full-length education story of the week is a piece by Dana Goldstein at the American Prospect, titled “The Test Generation.” Before you think this little guy has gone completely loony tunes, you have to know a couple things:

1. The article is all about Colorado, and mainly about the implementation of Senate Bill 191, but it opens with and focuses plenty of attention on the remarkable pioneering work of Harrison School District Two; and
2. While I don’t agree with all the article’s points and conclusions, it’s a mostly fair assessment that provides some interesting insights into Colorado’s efforts to forge ahead on enhancing educator effectiveness.

Showing the story’s release was timed well, earlier this week the co-chairs of the State Council on Educator Effectiveness presented their thick set of recommendations (PDF) to the State Board of Education for consideration. More thoughts on that to come in the near future.

More interesting is Goldstein’s close look at Harrison superintendent Mike Miles, whose focused leadership in the development of a groundbreaking new teacher evaluation and pay system have unsurprisingly garnered criticism from the teachers union. Yet so far the results speak for themselves: Continue Reading »

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Last fall a story about a report on teacher pay reform made the front page of the Denver Post: “Offering teachers bonuses for student growth didn’t raise scores, study finds.” Yes, the front page. Back then I shared a fresh reaction with insights from national experts like Rick Hess concerning what the study actually did or did not say about the Nashville incentive pay experiment.

Well, a conversation of that report in the context of teacher pay reform research shows up in a newly released issue paper from my Education Policy Center friend Ben DeGrow, titled Pioneering Teacher Compensation Reform: K-12 Educator Pay Innovation in Colorado. The focus of the new paper is on Colorado’s significant number of local school districts and charter schools improving their teacher pay systems by moving rewards and incentives away from seniority toward measured performance.

The star of the group? If I had to pick one, it definitely would be Harrison School District 2 for its Effectiveness and Results (E and R) program — currently in its first full year of operation. Harrison’s program definitely is not an MPINO (as coined by Stuart Buck and Jay Greene). It will be very interesting to see the results it yields. Other school leaders should be paying close attention.

Unlike Harrison’s E and R program, the Nashville experiment was not true performance pay. I didn’t expect the results to be terribly successful or profound, but splashing its findings on the front page has led some readers to draw confused or misguided conclusions about K-12 compensation reform. Now, thanks to the keen eye of the National Council on Teacher Quality, we see that the U.S. Department of Education has rated the Nashville study as “does not meet…evidence standards.”

While I wouldn’t expect the Denver Post to highlight the Department’s critique on the front page, some short follow-up piece would appear to be in order — seeing as so much attention was given to the report back in September. Maybe such a follow-up could highlight what Harrison is doing in contrast, or even mention the new Education Policy Center report. Hey, I’m young. I can dream, can’t I?

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In a high-tech media world, it’s still lots of fun to get an actual print copy of the Sunday newspaper. That’s what my parents do. Sunday afternoon as I was digging through the newest edition of the Denver Post to find the color comics, I ran across something called the “Perspective” section.

What did I find, but two (not just one) very interesting pieces on K-12 education in our state — things I have told you about before right here on the blog. How exciting is that! Continue Reading »

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