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By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association

Numerous partnerships have sprouted in recent years between school districts and their local community colleges. Superintendents and college presidents have managed to blur the line that frequently exists between K-12 and higher education. There are many advantages to do this for both institutions, but it is the students who benefit the most.

Last September, under the auspices of AASA and the American Association of Community Colleges, 10 superintendents and 10 community college presidents convened to share the results of their partnerships and consider next steps to broaden their collaboration.

The K-12 goal to get students to be college and career ready is not much of a challenge for the top 40 percent of students. It is the remaining 60 percent who will require some heavy lifting, particularly for minority students and those living in poverty ...

By Patte Barth, Director of the Center for Public Education, an initiative of the National School Boards Association (NSBA)

The National School Boards Association’s Center for Public Education is all about the importance of using data and research to craft effective school policy and practice. We also encourage everyone who has an interest in public schools to look at data when gauging their quality. Unfortunately, getting that data isn’t always as straightforward as it could be. Even when found, it’s often presented in long tables, complicated graphs and confusing formats that obscure rather than shed light on school performance. ...

By Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education (AACTE)

Each year, our nation’s PK-12 schools rely on colleges of teacher education to prepare thousands of new teachers. Between 2010 and 2019, the number of students enrolled in public elementary and secondary schools is expected to grow from 55 to 58 million. Already, schools in high-need urban and rural areas struggle to recruit and retain enough qualified teachers, and many districts do not have sufficient special education or STEM specialists to serve student needs. Amidst these growing needs, however, enrollment in teacher preparation programs nationwide is falling, and data from AACTE’s 800 member institutions show reductions over the last decade in both undergraduate and graduate programs. What’s at the root of this worrisome decline, and how can we start to turn the tide?

It’s likely that the recent recession has contributed to the problem. Per-pupil spending is down in many states, and hundreds of thousands of jobs have been cut since 2008—trends that would be hard to miss for students with even a passing interest in or connection to the field. Indeed, local teaching jobs have declined by about 20% since the federal stimulus program came to a close ...

By Jim Cummings, APR, President, National School Public Relations Association (NSPRA) and Director of Communications & Parental/Community Engagement, Glendale (AZ) Elementary School District

The dropout rate in the United States has reached a record low. Good news, right?

It would have been really great if this story was revealed with a banner headline on the front page of the morning newspaper, or trumpeted on one of the morning shows. But, it wasn’t. The information was delivered by email, nestled among items like your news IQ, how to map the marriage market for young adults, five facts about Indian Americans, and the Turks aren’t thrilled with their national media, but still rely on it heavily (I think we know how they feel).

Within the last year there’s been a lot of great news about education and our public schools. While the dropout rate is down, an earlier study announced our nation’s literacy and high school graduation rates are at an all-time high. Those of us lucky enough to work in education know none of these things were a happy accident. We know they’re the result of millions of teachers, administrators and families working together to build a better life, not just for their kids, but all kids…and for their towns, their states and for their nation. These stories should be celebrated, but they remain buried for one simple reason: they don’t fit the current narrative constructed around education.

Well…it’s time we change the narrative ...

By Nita Rudy, Director of Programs, Parents for Public Schools (PPS)

In 1997 the Mississippi Legislature created a funding formula to ensure that children received a fair and equitable education no matter their zip code. The Mississippi Adequate Education Program (MAEP) is a law that provides the formula designed to ensure an adequate education for every Mississippi child. It was passed over a governor’s veto and seemed to indicate the legislators’ commitment to public education. Since its inception MAEP has been fully funded twice.

These MAEP funds are used to pay teachers and district employees’ salaries, health and retirement benefits; buy textbooks and instructional materials; and pay basic operational expenses. MAEP was to provide an adequate education – not an excellent education, yet legislators have expected schools to do more with less. New College and Career Ready State Standards have been implemented requiring additional professional development. Schools are being graded with a new accountability system. Teachers are undergoing a new evaluation system. There is a new Third Grade Reading Gate, which means that under law students not reading on grade level by the end of third grade will be retained. Building maintenance has been postponed ...

This post highlights the work of Chiquita Jones, who was instrumental in the formation of Parents for Public Schools’ latest chapter in Philadelphia, Mississippi  

By Richelle Putnam, Editor/Publisher, Southern Roots magazine

The way Becky Glover, the Parents for Public Schools (PPS) East Mississippi Director, tells it, Chiquita Jones is the modern day Fannie Lou Hamer of education in Philadelphia, Mississippi.

“In the 2011 Parent Leadership Institute, which was the first class in East Mississippi, two people attended from the Philadelphia school district,” said Becky. That started something. The next year, Chiquita went through the PPS training and was the only person from that school district. “She went back and has been able to accomplish and start a variety of things all related to quality public education in Philadelphia.” ...

By Otha Thornton, President, National PTA

In August, National PTA announced that 170 schools and PTAs from across the country have been recognized as 2014-2016 National PTA Schools of Excellence for building strong, effective family-school partnerships. Research shows that when families and schools work together, student achievement increases, schools improve and communities grow stronger. The efforts of these schools and PTAs to engage and involve families are making a substantial, positive impact on student success and well-being.

National PTA also released a report that summarizes outcomes for the 2014-2016 National PTA Schools of Excellence from their participation in the program. The outcomes, which were determined from family surveys administered at the beginning of the school year and then again at the end of the year, demonstrate improved family-school partnerships. ...

America’s PrepareAthon! prepares your school and students for disasters

By Gwen Camp, Director, FEMA’s Individual and Community Preparedness Division

School bells are ringing across the country as students, faculty and staff begin a new year of learning and educational achievements. Leading up to the first day of school, teachers have prepared their classrooms to receive their students, while parents have devoted time to filling backpacks with school supplies. But preparing students with the tools they need to succeed extends far beyond just notebooks, pens, and paper. Help ensure your students, their families, and your staff are truly prepared for this school year by talking with them about disasters and emergencies that could affect your area and what they can do to be ready. ...

By Wendy Drexler, Chief Innovation Officer, International Society for Technology in Education (ISTE)

The recent release of the 46th Annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools reveals a high level of public engagement in the issues surrounding public education. Americans are demonstrating greater levels of immersion and increased awareness of efforts to transform learning and teaching, such as Common Core, charter schools and assessment. However, a glaring omission from the national conversation in the poll is any reference to how teachers are leveraging the power of technology to motivate and engage students.

If we were to tour schools across the country, we would see technology in many schools and classrooms. We’d see some students using mobile devices, laptops, interactive whiteboards and tablets to learn in new ways. We’d see many more students using devices to do what they’ve always done, such as take notes and search for information. The push to digital learning started decades ago, so why, when we talk about education, do we want to separate learning and technology? ...

By Thomas J. Gentzel, Executive Director, National School Boards Association (NSBA)

Who should govern America's public schools? Should public education be led by the president and Congress? State authorities? Or should local school boards -- with access to the local context and community -- be responsible for the quality of public education?

According to the 46th Annual PDK/Gallup Poll of Public's Attitudes Toward the Public Schools, 56 percent of the adults surveyed say that local school boards should have the greatest influence in deciding what is taught in the public schools. Only 15 percent -- less than 1/7 of adult respondents -- support federal government assumption of this role.

This year's PDK/Gallup poll elicited Americans' opinions on a wide array of education topics, including Common Core State Standards, student standardized testing, international comparisons, school choice, and school governance issues.

Despite active debate among lawmakers, policymakers, and education leaders, the public's attitudes on federal involvement are clear: ...

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