- Issues and Publications
- Common Core
Updated July 30, 2015
Last week, the United States Senate passed a sweeping rewrite of the Elementary and Secondary Education Act (ESEA), the nation’s federal K-12 law, providing a rare example of bipartisan governance in an increasingly polarized political climate. An overwhelming majority of the Senate voted for the bill under the leadership of its co-authors, Senators Lamar Alexander (R-Tenn.) and Patty Murray (D-Wash.).
This marks the first time since 2001 the Senate has taken such action, and it is an important step in freeing states from the demands of No Child Left Behind (NCLB), the current iteration of ESEA that is widely acknowledged to be broken.
If enacted, this legislation – known as the Every Child Achieves Act (ECAA) – would significantly roll back the role of the federal government in public education and give states more flexibility in how they provide it. For example, the bill would eliminate the nation’s current accountability system, known as adequate yearly progress, and instead allow states to create their own systems. It would require states to identify low-performing schools, but would not be specific about how many schools states need to target or what interventions should look like ...
As a top official at the National Governors Association, Dane Linn was one of the key developers of the Common Core State Standards. Now Vice President of Education and Workforce for the Business Roundtable, Linn recently spoke with the Learning First Alliance about the development process and the future course for the standards. The interview was part of LFA’s Get it Right: Common Sense on the Common Core campaign.
“The work that we started in the Common Core State Standards had one key objective, and that work was to really help ensure that all students, no matter where they live, whether they live in Shaker Heights, Ohio, downtown Detroit, or in the countryside out in Kansas, that their opportunity to have an equal shot of being successful in college and the workplace was going to be a reality,” he said.
It will take time for the standards to have an impact on the U.S. workforce and economy, Linn added. But he noted that currently many employers are advertising jobs and receiving applications from people who are not qualified for the work. ...
When and where do new teachers learn about the bullies?
When three-year-old munchkins, barely out of training pants, are already showing their muscle through inappropriate and aggressive behavior, it's time to pay attention. In 2005, Yale professor Walter Gilliam shocked anyone listening when he said that 3 year-olds were being expelled at three times the rate of children in kindergarten through grade 12. Over three million elementary and secondary school students are suspended a year, and 28% of middle and high school students report being bullied at school. This statistic worries us, especially when we know that novice teachers, be they pre-K or 12, have little or no preparation to deal with this phenomenon.
Expulsion is just a quick fix that is neither a means to an end nor an end in itself. Nothing gets solved and the opportunity to alter that challenging, aggressive behavior is lost. The scared children remain. Learning is impaired when children are scared. ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
More than 200 superintendents, including members of AASA’s Executive Committee and Governing Board, gathered in Washington, D.C. earlier this month to take part in this year’s Legislative Advocacy Conference. The Association of School Business Officials International partnered with AASA this year, and a number of school business officials were in attendance, including John Musso, ASBO’s executive director.
Last year’s advocacy conference occurred while the Federal Communications Commission was considering major revisions to the E-Rate program. Our superintendents charged Capitol Hill and met with their congressional representatives as well as FCC commissioners and their staff. That advocacy effort proved very successful as later in the year we saw major changes to the E-Rate program and an unprecedented increase of $1.5 billion to the E-Rate cap ...
The Common Core has affected how all education professionals approach their work. We recently spoke with two leading school counselors—Dan Peabody and Cory Notestine—about how the implementation of the Common Core has impacted their work and the ways in which they are collaborating with colleagues during the transition to the new standards.
Dan Peabody (shown at right) is a counselor at Patapsco Middle School in Howard County, Maryland. Mr. Peabody was recognized as the Maryland State 2015 Middle School Counselor of the Year and recently elected to the American School Counselor Association (ASCA) Board of Directors.
Cory Notestine (shown below) is a counselor at Alamosa High School in Alamosa, Colorado, and was named as the 2015 School Counselor of the Year by the American School Counselor Association.
Q: What do you see as the primary role of a school counselor in 2015? ...
By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)
As another ambitious teacher preparation innovation captures national attention, I invite you to join me in taking stock of how widespread creative change has become in this field. The Woodrow Wilson National Fellowship Foundation and the Massachusetts Institute of Technology recently announced the launch of their brand-new research laboratory and graduate program to prepare teachers and school leaders. The educator preparation field, already rife with innovation, welcomes the new Woodrow Wilson Academy of Teaching and Learning as the latest partner in a robust entrepreneurial environment.
While I do not embrace the negative rhetoric that accompanied the new program’s announcement, I am keenly interested in the work. In fact, the Academy’s goals are quite aligned with those being addressed by many other educator preparation providers and organizations. Foundation President Arthur Levine and his partners at MIT will find themselves in good company as they pursue their particular reform interests and share their findings.
Like any other field preparing professionals, educator preparation continually develops its knowledge base, adjusts to changes in policy demands and market conditions, seeks evidence of its impact, and collaborates with practitioners in schools—all in the interest of continuous improvement. The spirit of innovation pervades all that we do ...
Eighty-eight percent of respondents surveyed by the Kentucky Department of Education gave their state's standards – which are based on the Common Core State Standards – a thumbs up. And of the approximately 12 percent of respondents who indicated they would like to see some sort of change in one or more of the standards, the majority wanted to see one or more of the standards moved to a different grade level.
This data was collected through the Kentucky Core Academic Standards (KCAS) Challenge, which aimed to both increase awareness and understanding of the Kentucky Core Academic Standards in English/language arts and mathematics and to solicit actionable feedback on the standards as part of the department's regular review of the state's academic standards. ...
By Marge Scherer, Editor in Chief, Educational Leadership
“If you believe that all children can have equal opportunity, get out of your seat and start doing something about it.” These words, spoken by P.S. 55 principal Luis Torres at a recent ASCD symposium on poverty and learning, could be the mantra of all the authors in our summer digital-only edition of Educational Leadership (EL).
Like Torres, many of the authors in this special bonus issue speak from personal experience about how they and their colleagues, no matter the obstacles, are making progress in improving schools from within. The stories express their passion and urgency as they make things happen instead of waiting for more support or resources from the outside world.
This digital-only summer issue of EL is our annual free gift to ASCD members and EL subscribers, and we want to extend this to everyone reading this post ...
In 1987 I attended my first ISTE (International Society for Technology in Education) conference in Philadelphia. At that time the meeting was called NECC, short for the National Education Computing Conference. Saturday, I arrived in Philadelphia for my 28th visit to this event that attracts K-12 educators and university researchers from around the world. As I reflect on both the topics discussed and the nature of the meeting, much has changed and still much has remained the same.
In sessions, innovative education leaders continue to emphasize that the technology should not be the focus of our conversations, rather the instruments that enable us to lead and participate in more dynamic, inclusive learning spaces and activities. The emphasis continues to be on meeting each student where he/she is, personalizing the learning activities, and ensuring that the approach is student-centered, not teacher-dictated ...
By Rich Bagin, APR, Executive Director, National School Public Relations Association (NSPRA)
Most people outside of our profession do not fully grasp how busy school leaders are during the summer. Whether it is preparing your facilities for the new year, juggling last-minute staffing changes, upgrading tech applications, getting instructional materials and furniture where they belong, or planning professional development of all sorts for your instructional staff, you’ve got your hands full.
But for many school leaders, early summer is a good time for a bit of retrospection. And, take it from the National School Public Relations Association (NSPRA), summer can be good time to assess what went well and what went wrong in communication and engagement during the past school year.
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Keeping It Real: Preparing Students for College and Career
A Toledo public school is helping students see an immediate connection between their school work and their career interests. Learn more...
- ASCD Inservice
- AACTE's Ed Prep Matters
- ISTE Connects
- PTA's One Voice
- PDK Blog
- The EDifier
- Legal Clips
- Learning Forward’s PD Watch
- NAESP's Principals' Office
- NASSP's Principal's Policy Blog
- The Principal Difference
- ASCA Scene
- Always Something
- NSPRA: Social School Public Relations
- Transforming Learning
- AASA's The Leading Edge
- AASA Connects (formerly AASA's School Street)
- NEA Today
- Lily's Blackboard
What Else We're Reading
- DQC's The Flashlight
- Center for Teaching Quality
- The Answer Sheet
- Politics K-12
- U.S. Department of Education Blog
- John Wilson Unleashed
- The Core Knowledge Blog
- This Week in Education
- Inside School Research
- Teacher Leadership Today
- On the Shoulders of Giants
- Teacher in a Strange Land
- Teach Moore
- The Tempered Radical
- The Educated Reporter
- Taking Note
- Character Education Partnership Blog
- Why I Teach
We do not accept unsolicited postings for Public School Insights.
We remove comments and/or links we deem offensive or advertorial.
- We ask that in posting comments, you maintain a respectful tone and operate under the assumption that our authors and other commenters have the best interests of students at heart, regardless of whether you agree or disagree with their views on a particular matter.