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Ed Morrison · Changing the dynamics of public education
August 6th, 2008
Sound of Ideas has a show this AM on education reform with a great panel. Listen at the SoI home page.
Dan Moulthrop and the producers have assembled a great panel, including Michelle Rhee, the inspired chancellor of Washington DC’s schools.
Here are some of the key points from the broadcast:
1. Claudio Sanchez, NPR education reporter: We are seeing a real renaissance of school reform that entails real innovation. Dan Moulthrop says that in preparing the program, he was amazed at the extent of innovation taking place.
2. Jim Peyser, New Schools Venture Fund: Educational entrepreneurship is emerging. They are engaging systems in transform the nature of public education. New Orleans is transforming with a deep public-private partnership “at scale”.
3. Claudio Sanchez: The war between public education and its critics has been poisonous. The notion of a solely market driven education system is fading. Chicago, Philadelphia, and New Orleans are focused on deeper partnerships that are changing the political climate in which meaningful reform — education entrepreneurs — can take place.
4. Jim Peyser: Effective communities (New Orleans, Chicago, Philadelphia are examples) have a leadership and a policy environment that welcomes entrepreneurs and focuses on what works, not who’s in control. Some key lessons of transformation: Focus on what works, not who is in control…Establish accountability and transparency for results…Promote local political leadership that can insulate transformation from the the toxic effects of local politics.
5. Good discussion on role of parents in education. (Kalamazoo has rapidly become a model of a community that embraces quality public education. The newspaper has compiled a useful “Back to School” section that outlines the appropriate expectations for parents. You can read it here.)
6. Michelle Rhee, DC School Chancellor: Moving toward a different compensation for teachers. Moving intro teachers from $43,000 to $78,000, based on student achievement levels. This plan is different than Denver’s ProComp, because the differentials are based more on student achievement. Foundations are supporting the first five years. After that the district will focus on sustainability through higher productivity (e.g., improvements in transportation for special education). Regaining the confidence of parents will take place over time. Dan asks: Any advice to the Governor? Rhee: If you want to take this on you need to be willing to take on the entrenched groups….the changes are not politically easy. Politicians also often forget that their constituents are also the children.
7. Claudio Sanchez: In 1989, governors were annointed as the leads of education reform, but their political time horizon is too short to guide meaningful transformation. This problem leads to incredible inconsistency n education reform efforts. (Here’s some background on the 1989 summit.)
8. Listener: Raises the issue of funding. Claudio Sanchez: These funding issues are very complex. Often overlooked, however, is the question, “How are you spending the money you do have?” More money in the classroom matters; it translates into better results. Dan Moulthrop heads us over to WCPN interview with Bill Ouchi, author, Making Schools Work.
9. Listener points to the the documentary of 2 million minutes, a documentary that focuses on global comparisons on student achievement. Claudio Sanchez: Points to former governor Roy Romer of Colorado has launched in ED in 08. It’s not clear why these issues have not gotten more attention. Most schools and school districts feel isolated.
10. Chris Gabrieli, Chairman, National Center for Time and Learning. Powerful, simple reform. First year of conversion generated dramatic improvements in student achievement in Massachusetts.
11. Main point: There is not a problem of public education that has not been solved. The challenge is integrating these reforms into a coherent strategies.
Last 5 posts by Ed Morrison
- Managing a regional strategy - February 9th, 2010
- Northeast Ohio and the color of dinosaurs - February 5th, 2010
- Moving regions toward open innovation - February 4th, 2010
- What's next for the Future Fund and the Cleveland Foundation? - February 4th, 2010
- Looking at the Third Frontier - January 31st, 2010
August 6th, 2008 at 4:54 pm
Innovation, variety, competition: These are the hallmarks of success in any human endeavor. Centralization, control, unitary solutions: These are the hallmarks of failure in any human endeavor
People learn in at least 8 different and distinct ways. Until the education system creates opportunities for each of these to be expressed in environments that entice and reward learning, we will get more of the same.
August 6th, 2008 at 8:47 pm
Jonathan:
I agree with your point.
Hats off to the fine folks at ideastream (Dan Moulthrop, Paul Cox, et al) who put together an excellent program this morning.
The guests underscored that in fact reforming public education is not as intractable a problem as we make it out to be. Innovation and entrepreneurship are taking hold.
Even in the difficult political environment of Washington DC, dramatic reforms and entrepreneurial initiatives are taking place and being rewarded.
It’s time to ask, however, where is the Cleveland business community?
On the most critical economic development issue we face — transforming public education through innovation and entrepreneurship — the Greater Cleveland Partnership is busy pursuing a failed strategy of investing $400 million in a convention center. That’s a remarkably silly investment for a financially strained city (and a county) that ranks so low in income and educational attainment.
Instead, they should be looking at practical reform models that are taking place in Chicago, Philadelphia, Washington, Boston, and New Orleans. Until the Cleveland business leadership gets engaged in meaningful education reform in this town, the long term prospects for Cleveland are bleak.
No city cannot build a high income economy with a public school system in which over 60% of 9th graders drop out. The numbers just don’t work.