We often talk about the value of educational choice for students and parents, and rightly so. Less frequently do we strike the theme of the importance of letting teachers choose. As I am fond of doing, a spate of recent stories today presents me with the opportunity to tie this theme together with a big red bow. Without further ado… Continue Reading »
Archive for the 'Online Schools' Category
I really love snow days. Every time a storm rolls into town, I wake up, rush to the window, and rip the curtains open, hoping to see those tiny, beautiful flakes of hope drift past my wide little eyes. And while my dad usually grumbles to his coffee about the morning commute as he surveys what he calls the “mess” on our street, I see nothing but the pure white promise of fun and freedom.
Brings back fond memories, doesn’t it? Well, you’d better put those safely away in the vault. Today, we discuss the impending death of the snow day. I’ll give you a minute to recover emotionally if you need it.
In states across the country, districts are experimenting with ways to avoid weather-related cancellations. Pennsylvania has created a pilot program that allows virtual learning on snow days to count as normal instruction, a school district in Georgia is doing something very similar, and New Jersey has a piece of pending state legislation aimed at making at-home, technology-based learning on snow days permissible under state law. Meanwhile, a rural district in Kentucky will allow up to ten at-home learning days due to the area’s traditionally heavy snowfall.
But why all the fuss about snow days? Is it just because of the absurd snowfall we’ve already seen in some areas this year? Not really. Believe or not, there’s actually a good deal of research out there on the subject. Continue Reading »
Tests in schools, tests in schools. Why do I have a strange sort of feeling this issue isn’t riding off quietly into the sunset any time soon? First, we’ve got the entire hot mess known as Common Core (or maybe we should just follow Governor Hickenlooper’s advice and rename it “Colorado Core”?) and the new regime of PARCC assessments that go with it.
Underneath all that, though, are all the competing concerns and interests. What do we want tests to do? Is it about improving instruction and directly affecting student learning? Or are they primarily useful tools to help measure and compare how different schools and educators are doing? As I’ve heard it said many times, “what gets measured gets done.” So you can’t just throw out all the tests. But which ones do we need, and how much is too much?
As you can see, magical policy solutions aren’t hiding just beneath the surface. Some leaders on the Colorado State Board of Education have tried to find a way to give local schools and districts more testing flexibility, while preserving key features of accountability. But then the grumpy old U.S. Department of Education mothership has all but completely squashed that idea.
Then we have the legislatively-appointed Standards and Assessments Task Force. On Monday, this 15-member group met and narrowed down the areas of concern to oh, at least eight. These are items to study and make recommendations about. Looks like a big task to tackle by the early 2015 deadline. Then yesterday the Task Force set up a listening session in Colorado Springs, reports the Gazette. Among the many concerns highlighted: Continue Reading »
A long time ago, during an era known as “The Sixties,” there was a popular song called “The Times They Are a-Changin’”. Or so my Grandpa tells me. Apparently, it’s a sort of iconic piece about all the upheaval that was starting during this distant past. I have to say it’s a catchy tune, too.
Because it occurred to me as I perused this latest piece by the venerable long-time education reform Checker Finn, called “Time for a reboot” (my Dad says I should have referenced his old computer’s experience with the “blue screen of death,” but I digress). The pro-Common Core author acknowledges some of the complaints made about standardized testing and says reformers need to back away from “test-driven accountability” as a “primary tool”:
The wrong answer is to give up (or declare victory) and settle for the status quo. Far too many kids are still dropping out, far too few are entering college and the work force with the requisite skills, and far too many other countries are chowing down on our lunch.
Major-league education change is still needed, maybe now more than ever, and it’s no time for either complacency or despair.
Oh, it sure sounds like the times they are a-changin’! Finn says more emphasis needs to be placed on areas I’ve written a lot about here, including providing more quality choices, using technology to differentiate instruction, and letting the dollars follow the student. Bingo! Continue Reading »
Today seemed like a good day to get out of the hot kitchen and look at a topic I haven’t addressed in awhile: blended learning. You know what I mean. According to the Clayton Christensen Institute, it’s:
a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
Fittingly, then, a new piece by the Christensen Institute’s Michael Horn shares how his group is partnering up with Evergreen Education “to find more districts that are obtaining good results for students—concrete and objective—from blended learning.” This is just the kind of needed project to track the particulars of an emerging education program trend. What’s working, what’s not, etc.? Continue Reading »
Sometimes you see or hear about some crazy behavior out there, and somewhat aghast, you ask aloud or think: “What are people thinking?” Other times, you’re just curious about the opinions of those adults around you who can affect important issues, and it’s just: “I wonder… what are people thinking?”
My faithful fans know that taking a look at surveys about education is more than just a passing fancy. Only a couple months ago, the Friedman Foundation’s latest national poll rightly caught my attention. But there’s none I look forward to more than the PEPG/Education Next survey, which covers a large sample of more than 5,000 adults and now has eight years of comparative data! (That’s older than I am… Really!)
First, as my Education Policy Center friends continue to speak out for scholarship tax credits as a way to help Colorado kids win, PEPG finds national support remains strong. At 60% to 26%, favorability is consistent with (albeit slightly weaker) the Friedman results. It also once again remains the most widely popular form of school choice proposal. Hip, hip, hooray!
Second, again consistent with Friedman, the new survey found “declining” (especially among public school teachers and among Republicans) and “polarizing” support for the national standards movement known as Common Core. PEPG took a slightly different twist. The earlier survey found that results skew from slightly against to slightly in favor when a clear definition of “Common Core” is added into the question. PEPG just asked the same question, with and without the highly-charged term. Continue Reading »
Give me Legos, Play-doh, or just a pile of rocks and sticks, and I’ll create something. If you want to know what some of my crazy inventions have been, just ask my poor mom. But let me tell you one thing I haven’t tried to do, and that’s reinvent the wheel.
I’m sure the members of the new online education task force are well aware of that wise maxim. One of the tasks they’re charged to do is authorize pilot programs for digital learning that can and ought to include course-level funding. A couple months ago I pointed them to a quick Fordham Institute manual about the different policy dimensions to consider.
Now I’m hoping even more that they’ll see the lessons gleaned from other states, lessons reported reported last week by Digital Learning Now. The report highlights not only the advantages of Course Access, but also key challenges that need to be addressed, such as “Creating meaningful foundations for system performance review and assessment.” Continue Reading »
The great blended learning experiment continues its historic ascension in our beautiful Rocky Mountain state. Independence Institute education senior fellow Krista Kafer has documented it better than anyone. Last year it was The Rise of K-12 Blended Learning in Colorado.
Apparently, the not-so-long-ago, cutting-edge sphere of blended learning has not just made it past the ground level but is heading into the lofty (or should I say friendly?) skies. Just this week my Education Policy Center friends released Krista’s awaited sequel School District Partnerships Help Colorado K-12 Blended Learning Take Flight.
Take flight? Can’t you picture me wearing my goggles, flying a World War I-era Sopwith Camel? Better yet, behind the controls of a state-of-the-art Rocketship heading to explore strange new worlds in outer space? Or maybe just playing in the back yard (away from power lines) with my new kite? Seriously, though, Krista’s report follows the action in some key places in various parts of the state: Continue Reading »
Last week the Colorado State Board of Education took a relatively quiet action that may have profound results in years to come. The Board voted 6-1 to take steps toward redirecting a particular pot of federal Title I funds based not primarily on where students live, but rather on where they attend school. Title I money is allocated to support high-poverty schools.
As Chalkbeat Colorado reports, the decision means reshuffling more than a half million dollars to the benefit of the suburban Douglas County School District:
The two-year pilot is intended to account for students who attend the HOPE Online Learning Academy – Elementary but who live in other districts that now receive the Title I funding for those children. The $547,072 is the estimated shift of funds in 2014-15. A similar amount likely would be allocated in 2015-16.
It was just a week ago I expressed my at finding some helpful insights and direction for the recently passed House Bill 1382′s K-12 online education pilot programs. Since then, one of the pilot program areas has received some even more detailed help in the form of a policy strategy manual.
The Fordham Foundation has released “Expanding the Education: A Fifty-State Strategy for Course Choice.” And all the policy wonks sighed and swooned. It’s that kind of step-by-step document, though for those who want the “Reader’s Digest version,” Fordham also made the following 90-second video: Continue Reading »