Wasn’t 2010 supposed to be the Year of Education Reform? ‘Race to the Top’ was going to transform the education landscape, ‘No Child Left Behind’ was to get a facelift, school turnaround options were going to transform our lowest achieving public schools…

How’d all that work out for everyone?

- Maryland and Hawaii winning ‘Race to the Top’ money? For what, exactly? They’ll be battling their unions until 2015 just to move the dial slightly on any of their promises.

- ESEA reauthorization during an election year? Good luck.

- At least we learned a few things about turnarounds, namely that they aren’t going to work unless the culture of a failing school is turned on its head.

Before we get accused of ending a year on a sour note, though, allow us to throw ourselves into the group of hopefuls looking to 2011 as a year that gets things done for our kids and for our schools.

Why the positive change of heart, you ask?

November.

Beginning next Monday, a new Congress just might leave substantive education policy decisions in the hands of those who have been getting the job done all along - Governors and state legislators.

And so, we end 2010 as many began, hopeful that substantive changes will come to our schools in the form of greater choice for parents, real rewards for our best teachers and accountability for those who steer the ship.

To help this process along, we offer up these 10 Education Reform New Year’s Resolutions for state lawmakers:

1. Increase the ability of higher education, mayors and other independent entities to authorize charter schools so more children have access to quality public school options.

2. Eliminate arbitrary and unnecessary caps on the number of charter schools that can operate in a state and on the number of students who can attend charter schools.

3. Close the gap between the funding for traditional public schools and public charter schools.

4. Allow charter schools to operate with operational autonomy and teacher freedom-freeing these schools to innovate and develop new best practices that serve our children.

5. Develop a school voucher program or a scholarship tax credit program to provide private school choice for children with special needs.

6. Begin the process of creating data systems that allow teachers, principals, district officials and state officials to link student achievement to teacher performance.

7. Protect teacher’s paychecks by prohibiting automatic deductions of union expenses that aren’t related to collective bargaining.

8. Create a teacher merit pay pilot program that allows great teachers-ones who improve student achievement-to receive extra pay in recognition of their hard work.

9. Increase pay for teachers willing to teach high-needs subject areas and in high-needs schools.

10. Develop meaningful alternative routes to teacher certification for talented midcareer changers who want to become teachers.

Happy New Year!

(see you on the flip side)

(originally posted on Politico’s The Arena blog)

Unpopular positions? Tough love? The teachers unions want you to believe they are being punished by the president’s policies. It makes for great copy and provides cover for both the unions and the Education Department as they manipulate Capitol Hill for a second multi-billion dollar bailout. But the truth is, it’s all in the family.

The administration’s education policy, including the “Race to the Top” initiative, has been easy on unions and their members. States have received money for saying they are going to factor performance into evaluations, when in reality to make meaningful performance pay work, you must either require performance to trump local union contract provisions or change the contract itself. Additionally, districts have been paid money for saying they will turn around failing schools. No one in the status quo is hurting or being forced to change very much because of what the president is saying. The talk is good and strengthens reformers’ hands, but the teachers unions won’t feel any discomfort until someone or something cuts into the lock they have on how schools operate and how policy is crafted.

Read the entire post over at The Arena…

If you’ve picked up a newspaper or turned on the evening news lately, it’s been all doom and gloom for schools, teachers and the future of American education.

First, Secretary of Education Arne Duncan and Sen. Tom Harkin (D-IA) tag teamed behind Education Stimulus 2.0 in a hearing on the ED budget, claiming that another $23 billion is “absolutely necessary” to save up to 300,000 teacher jobs, proving that everyday is Christmas for the unions (I guess last year’s $100 billion just wasn’t enough).

Then the NEA asked us to remember the children.

Tons of federal money + jobs + children + tears + zero historical context = Media Tsunami

Former CER colleague Neal McCluskey, however, actually grabs the data and puts it all into perspective:

For one thing, in 2007-08 public schools employed more than 6.2 million people; even the 300,000 figure is tiny compared to that huge number.

More importantly, preceding our schools’ few recent years of financial woe were decades of decadent plenty. According to inflation-adjusted federal data, in 1970-71 Americans spent $5,593 per public-school student. By 2006-07 we were spending $12,463 – a whopping 123 percent increase that bought lots of teachers, administrators, and other shiny things!

And, he points out, it hasn’t bought the student achievement demanded or intended.

(Originally posted to the National Journal’s Education Experts blog)

‘Race to the Top’ meaningful? Serious education reform? To the contrary, the choice of Delaware and Tennessee to be the first demonstration of the Obama Administration’s commitment to breaking the status quo is not a choice at all, but an echo of the establishment’s stranglehold on our leadership in Washington today. That establishment goes far beyond the unions. It includes the chiefs, the principals groups, the administrators associations, school boards, the before school groups, the after schools, the publishers, et al — all groups who have praised the recent policy prescriptions led by Arne Duncan. Why? Why would the Blob back real reform? Maybe because it’s not real reform…

Read the entire post HERE.

Dear Dennis,

Have you ever thought that by building up the profession of teaching you would be building up your individual members as well? You are vehemently opposed to performance pay for teachers based on student performance or evaluation and recently argued against President Obama’s proposal that the government fund a merit pay program, suggesting instead that the money be tied to professional development and focused on “the practice of teaching”.  Wouldn’t a student achievement-based evaluation be an ideal way to reward “the practice of teaching”, as the successful education of a student is exactly that? Why don’t you focus on treating teachers well, as professionals, rather than fighting for systems that will only lead to more failure - of your members, of their students - in the end?

Ed Reformer