Philadelphia's Arlene Ackerman is Out. But Why?

Booting up my computer this morning, I again saw headlines of the Philadelphia education leader that is no more -- Arlene Ackerman.  Admittedly, I have not followed her administration, the policies, or the press.  I do know, however, that some organizations in the civil rights community welcomed her presences in Philadelphia and were optimistic of what she would do there.  So, I though to ask someone more familiar with Philadelphia about it.  Here's a few lines from my anonymous source:

"Over time, the theatrics surrounding her management style and personality became the story, not what she actually accomplished or attempted to for students.  Due to our schools governance structure, having allies and good relationships is very important.  She didn't seem to do too well with creating the right allies."

So it seems the press clippings jive with what Phillies felt on the ground.  But what about her education policies?  How were those received?

"My sense is that most folks wouldn't quabble with her actual agenda."

Hmm.  So are there any important take-a-ways as Ackerman leaves?

"Seems more like a case for 'if you want to be big city superintendent, you gotta be a politician too.'"

Lesson learned.  Resume the forward-charge.

Click here to read Words from Ackerman

"Sounds Good to Me"

NCLB Waivers

As of August 19, at least 10 states have signaled that they will file requests for waivers of some No Child Left Behind (NCLB) provisions, 6 states have already submitted NCLB waiver requests, and 3 states have decline to submit formal waivers but instead submitted position statements giving notice to the U.S. Department of Education that they do not intend to comply with NCLB standards for the 2011-2012 school year (and beyond). I found this cartoon on Blue Stream Prairie and thought you might also enjoy it.  All credit goes to the author and cartoonist.

It Takes One to Know One

It has occurred to me that many of the high-profile education reforms (many of which I have spent the last 5 weeks following on twitter, attending their speeches, reading their newly released reports, and cruntching their policies) probably have never spent 24 hours in the public schools that they have remedies for. 

Maybe this shocks no one.

But for me, as one who sees such merit in many, many of the reform proposals, it seems a bit disingenous to have a cure and have never interacted with the "patients," their communities, or the everyday stressors that may be responsible for the illness in the first place.

Notice to Parents (especially those in APS schools): School Choice is Law

In doing some research, I came across the following provision within the Elementary and Secondary Education Act (ESEA), as amended and authorized as No Child Left Behind (NCLB).  This provision concerns school choice for parents and families that attend a Title I school if the school is categorized as a school in need of improvement. 

Perhaps this helps some families, especially given the volitile state of some Title I schools in Atlanta Public School System.  Check first to see if the school is on the "needs improvement" list.  If so, these federal requirements should apply.  The information shared below is from the Congressional Research Service and was presented to the U.S. House of Representatives Education and the Workforce committee in June of 2011. (Internal citations omitted.)  For reference, AYP is Adequate Yearly Progress and LEA is local educational agency (like a school district).

After not making AYP for two consecutive years, a Title I-A school is identified for school improvement.  Being designated for school improvement carries with it the requirement to develop or revise a school  plan designed to result in the improvement of the school. LEAs are required to provide schools within their jurisdictions with technical assistance in the design and implementation of school improvement plans. Schools identified for improvement must use at least 10% of their Title I-A funding for professional development. All students attending Title I-A schools identified for school improvement also must be offered public school choice—the opportunity to transfer to another public school within the same LEA.

Under public school choice, students must be afforded the opportunity to choose from among two or more schools, located within the same LEA, that have not been identified for school improvement, corrective action, or restructuring, and that also have not been identified as persistently dangerous schools. LEAs are required to provide students who transfer to different schools with transportation and must give priority in choosing schools to the lowest-achieving children from low-income families. LEAs may not use lack of capacity as a reason for denying students the opportunity to transfer to a school of choice. In instances where there are no eligible schools in the student’s LEA, LEAs are encouraged to enter into cooperative agreements with surrounding LEAs to enable students to transfer to an eligible public school.

Emily Barbour, Jody Feder, and Rebecca Skinner, CRS 7-5700, Secretary of Education’s Waiver Authority with Respect to Title I-A Provisions Included in the Elementary and Secondary Education Act, Congressional Research Services (June 28, 2011) at 8-9, http://edworkforce.house.gov/UploadedFiles/June_28_2011_CRS_report.pdf.

Atlanta Public Schools Cheating Scandal – An Overview in Lieu of the 400+ Pages of Special Investigators’ Report

Main Question

In light of the Governor’s Special Investigators’ Report (“Report”) on alleged cheating in Georgia school districts, what issues need to be addressed in Atlanta Public School System (APS) to overcome systemic failures?

Short Answer

The Governor’s Special Investigators’ Report details organized and systemic misconduct on the part of Atlanta Public School System officers, administrators, staff, principals, teachers, and educators.  The Report found mismanagement, poor oversight, and a lack of ethical behavior as it relates to state testing on the Criterion-Referenced Competency Tests (“CRCTs”).  It identifies failures in leadership at both the district and school levels and links cheating outcomes to dysfunctions in APS organizational culture. 

Discussion

I.                   Background

a.       Why was the Report Written?

b.      Who Authored the Report?

c.       How was the Report Compiled?

II.                Content

a.       What are the Report’s Main Findings?

b.      How Does the Report Detail These Findings?

c.       Does the Report Name Educators?

III.             Conclusions and Policy Recommendations

a.       Where Does Responsibility Lie?

b.      What Issues Need to be Addressed to Overcome Systemic Failures?

c.       What Does the Report Mean for the Truancy Intervention Project?

H.R. 2445 is some pretty scary stuff

H.R. 2445 would amend the Elementary and Secondary Education Act of 1965 to provide States and local educational agencies with maximum flexibility in using Federal funds provided under such Act.

But "flexibility" in these ways is more of a reverse Robin Hood blindside.  Title I monies are at stake.

Switch Hitting for the Goodside -- Bring my Passion to the Capitol!

My summer time at a law firm has now ended and I'm switch hitting for the good side at a national advocacy organization in Washington, D.C.  Yep, I said it -- in the homeland of the federal government, I am just blocks away from the House floor.

Of course I'm focusing on education policy, bringing my experiences full circle.  So expect to hear my passionate outcries against crippling policies and in support increased opportunities for students and their families.  Kinda nice to get to actually say something.  No better not say that because then they will think you are one of those kinds of people. No if you say that they will just ask you what you meant by that and then they will know you are not their friend. No you know they are gonna ask for support for that statement, and you don't even wanna go there. And especially no you are absolutely wrong on that issue and I am yearning to tell you about yourself.  Instead I get to write, influence, observe, effectuate, dialogue, and deliver.  Yum!

So in the mean time and in-between time . . . stay posted.

Atlanta Public School System (APS) Cheating Scandal -- Shocker! Or, is it?

Warning:

I will be enthralled by this APS + cheating scandal for quite some time. For those upset, confused, or relieved at the finger pointing that is going on, I am preparing a "just the facts please" account, so be ready. Until then, read Report pages 2, 18-19 of Volume 1. That is your homework.http://s3.documentcloud.org/do​cuments/215053/volume1-gov.pdf

Special Education Mediation - a snippet from my research

There continues to be an unexplored area of special education mediation focused on outcomes for students. More evidence and live interviews are needed to cure possible ineffective uses of mediation by families of children with special needs, school administrators, and mediators themselves. Parents of children with special needs see mediation as an extension of an IEP meeting and therefore embrace it as a place to voice their concerns about school administrator policies or actions. School officials see mediation as a platform to persuade families that they are competent in fulfilling their responsibilities and exercising discretion over special education services. However both of these views advance a narrow perception that each party has a “one way voice” opportunity to extend its position while the third-party mediator either rationalizes the position to the other party or has them bargain for their demands through the mediation process. Coincidently, both overlook the opportunity for mediation to be a time to reflect collaboratively on where the child’s needs may lie and where family and school could adjust to meet those needs. Special education mediators have a huge role in mending these fences. For the sake of students, special education mediation need evolve into a child’s best interest platform if it is to fulfill promises of alternative dispute resolution in this area. Mediation should not only be procedurally different from due process hearings, but it should be substantively different from even the other IDEA safeguards of IEP meetings and civil litigations. Additional evaluative research mindful of children’s bests interests can make this possible.

Educators are People, too.

One of the top reasons why I think education could benefit from organizational culture literature is captured by this blog post in Education Week: "10 Reasons Your Educators are Resisting Your Change Initiative."  Educators are people, too.

I was reminded of the humanity and "regular"-ness of teachers when I visited my old school a couple of weeks ago.  I heard people continually satisfied with the progress of their students.  I heard people continually frustrated by the oversight and underappreciation.  I heard teachers sound like employees in other organizations-- wanting the basics of transparency, agency, and respect.  It cemented my thoughts that leadership is really powerful (and can rob shining stars from their brilliance over time).