This post describes four possible paths forward towards significant improvement for the school system.
By Jal Mehta As we close the blog, I wanted to thank everyone involved. Elizabeth Rich at Education Week was really important in seeing the potential for this kind of venture, the contributors did their...
This post suggests we need to devolve trust from feds and states to districts, from districts to schools, from schools to teachers, and from teachers to students.
This post looks at international evidence and poses a strong challenge to the American approach to school reform.
This piece offers a quick sketch of what the federal government is well positioned to do in education.
The inclusion of wraparound services is pragmatic approach to long unaddressed problems in the lives of children, problems that routinely interfere with learning. It's high time that we, as educators, recognize these problems and begin to get more active in working with others to solve them as they constitute such a threat to our achieving our educational aspirations. We must maintain our commitment to high expectations, regular assessments, and accountability. However, we must face up to those factors which are undermining our best instructional intentions.
No one, I dare to reckon, has accused Joel Klein of possessing a bureaucratic mindset. Let me be the first. I do so because it is one particular aspect of this mindset--a narrow focus on a designated function and set of institutional tools-- that seduces too many well-intentioned reforms to dismiss the "outside-in" consideration of non-school factors that Paul Reville and I argue in our commentary will be a important tools for social intervention in the future of education reform.
A popular phrase coined a few years back, "schools can't do it alone," suggests that we, as a society, place too high of a burden on our schools to both alleviate all the negative influences that play a role in student learning, such as those associated with poverty, and at the same time, prepare every student to access and graduate from college. For schools feeling pressure to "do it all," having community partners that offer learning opportunities, provide enrichment activities, and engage children and youth in positive developmental experiences seems appealing; however, school-community partnerships continue to be sporadic, and the government response to include out-of-school time programs into the education fold continues to be largely haphazard and reactive.
I believe that much of our current education policy effort is mistakenly adopting a short-term perspective that inadvertently rewards actions with an immediate impact and discounts actions - the same one that most good parents make -- that may germinate for years before blossoming in very important ways.
We need to reinvent a child development and education system that is equal to the bold aspirations for student success that we appropriately proclaim for the 21st century. All means all.