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March 19, 2015

Leading the Change to higher performance

Leading the Change

Public schools are excelling. Public schools are in the toilet. It seems like the rhetoric around public education in America these days goes from one extreme to the other, divorced from any history or context. The reality, as always, is more nuanced. There are public schools that rival the most prestigious establishments in the world and there are public schools whose performance is, admittedly, abysmal.

That’s actually the first step: admitting there are schools in the system whose performance leaves much to be desired . The second step is to find out why because until you can identify and articulate the problem, you won’t be able to implement the appropriate solution.

This, in essence, is what CPE’s work and mission is all about. This has also been the focus of NSBA’s current president, Anne Byrne, who wanted her tenure to not only highlight the good work occurring in public schools but the work that still remains to move all our schools forward.

Because while public school students are performing higher and graduating in record numbers, we also know that in many districts, one or more schools seem to languish at the bottom despite the efforts of teachers and desires of parents. Understandably, school board members can feel helpless trying to turn them around— though, if it were easy to turnaround chronically low-performing schools, there would be no low-performing schools in the first place. As is often the case, struggling schools are emblematic of deeper issues that extend beyond the campus grounds, issues like poverty, disenfranchised communities and inadequate infrastructure.

Enter Leading the Change, a set of data-driven decision-making tools to help school boards lead the transformation of chronically low-performing schools into high-quality institutions.

Currently housed on our Data First site, the tools build off the Data First decision-making process, which was developed by CPE in partnership with the California School Boards Association, the Illinois Association of School Boards, and the Michigan Association of School Boards.

Informed by research on what works to turnaround schools, as well as real-world experience and insight from a diverse working group of nine school board leaders, the Leading the Change toolkit represents the best thinking on effective local school governance as it relates to tackling underperforming schools.

While designed with school board members in mind, we think this is a valuable resource for anyone interested in getting beyond the rhetoric and blame game that seems to typify school reform debate, and toward meaningful progress for all students and all communities.

Let the change begin!






February 9, 2015

High-quality preschool reduces later special education placement

A recent study released on Tuesday shows that children who attended high-quality preschools in North Carolina were significantly less likely to require special education services in the third grade. These findings were from a longitudinal study following children from at-risk families from birth to the end of third grade. Two programs, More at Four and Smart Start, both publicly funded programs in North Carolina, aim to provide high-quality child care to 4-year-olds living in poverty and to improve the quality and delivery of child care and preschool services for children from birth to 5, respectively. The focus on this developmental period of life is reflective of much developmental research showing that significant cognitive, social, and emotional development occurs across this timeframe and thus, it is a critical period to support. Furthermore, educational psychologist Jeffrey Liew highlights that cognitive and social-emotional development in early childhood can be heavily influenced by teaching efforts targeting those skills.

These findings evidence the importance of a high-quality early childhood education. Between the years 1997 and 2010, over 127,000 students were serviced by the North Carolina preschool programs. As reported in Thinking P-12: The school board role in pre-k education, appropriate class sizes, teacher qualifications, and teacher training, among others, constitute markers that differentiate low from high-quality programming.

Although the results from this study are encouraging, it is important for readers to not misinterpret the results. Furthermore, the study uses maternal education (at time of the childbirth) as a proxy for socioeconomic status (SES). While maternal education is an indicator of SES, the inclusion of additional at-risk markers, such as household income and whether or not the parent(s) are employed typically provides a more comprehensive picture.

That high-quality education in preschool reduced special education placement years later in third grade just reinforces the many reasons why addressing issues early can benefit children throughout life. Similar to the foundation of a house, early childhood represents the bedrock of development; when this foundation is built poorly or weakened for whatever reason (e.g., toxic stress, poverty, neglect), the integrity of the entire building is at risk. Through the implementation of high-quality education, these positive experiences can help to “repair the cracks.” As reported in our Research on Pre-K, children who are able to attend high-quality preschool programs, like the High/Scope Perry Preschool program, for example, tend to graduate high school, demonstrate higher achievement at age 14, and earn more income at age 40 compared to those who did not attend similar pre-kindergarten programs.

In conclusion, this study reinforces what we already know: high-quality early childhood education is one of the best ways to support optimal development. This study highlights that when cognitive, social, and emotional problems are addressed early through, children can stand to benefit the most before special education is required.

Filed under: Pre-k,preschool,research,special education — Tags: , , — David Ferrier @ 4:29 pm





December 19, 2014

The ROI of five ed reforms, according to Forbes

Many have tried to quantify the value of education— in fact, even we did in our video, Is it Worth It? But calculating what we get versus what we spend on public education is far from an easy exercise, as there are so many variables and value judgments that come into play.

Enter Forbes magazine, which attempted to determine what would happen if education policymakers put their money where their mouth is in five key areas: implementing the Common Core State Standards, strengthening teacher effectiveness and principal development, and expanding early education and blended learning.

Each comes with a hefty price tag that taken together would cost a cool $6.2 trillion over a 20 year period or $310 billion annually. In return, Forbes (with assistance from respected Stanford economist Eric Hanushek) predicts the U.S. would see its gross domestic product increase by some $225 trillion over the life of that generation’s professional career.

Where the initial outlay would come from— apparently hedge funds, inheritances and venture capital— is another story. What caught my attention about this study appeared to be a credible attempt to affix real dollars and cents to top education reforms and the benefits our country would reap from it.  Even if it’s hypothetical, a nearly 37 percent return on five major education investments is not something to ignore … though, apparently we have.






October 16, 2014

New CPE report examines what’s behind new literacy standards

BeyondFiction_slider3 We gave you something to watch earlier this week with the release of our newest video, Making Time, now we’re giving you something to read.

Much like our video, Beyond Fiction: The Importance of Reading for Information, is concise but packed with data and analysis on a really concerning trend in the American populace: we’re good at reading for pleasure and entertainment but not so good at reading for information. What exactly do we mean by reading for information?

It’s everything from being able to read and understand a newspaper article (which about 30 million American adults can’t do) to being able to decipher a street map (which some 27 million American adults can’t do).  We don’t mean to pick on the adults here, but international surveys conducted by the Organisation for Economic Cooperation and Development, show we get progressively worse at informational literacy the older we get.

Just four countries ranked higher than the US when it came to fourth-graders’ ability to acquire and use information. In contrast, 14 countries ranked higher than our 15-year-olds in terms of their ability to acquire and use information. Not good. But new standards, particularly the ones touted by Common Core, aim to fix this disparity by expanding and restructuring the way literature is taught. So, take a moment to dig into our latest study which, yes, is a form of informational text.  Aren’t you smart! – Naomi Dillon






October 13, 2014

New CPE video puts “time” front and center

Restructuring the school day or year is an evergreen topic in school reform debates, as the expectations for what students should know continue to rise while the time required to meet these new standards has not kept pace.

The Center for Public Education has studied the subject of time both directly,  and indirectly. Clearly, time is ubiquitous and (should be) embedded in every attempt to improve schools and student achievement. In what ways, you ask?

Enter our latest CPE video, titled appropriately: Making Time. It’s a high-level and abbreviated (don’t worry it’s only four minutes long) look at the areas where schools must invest time if they expect to see any positive growth. Enjoy!


 






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