It’s not the overnight transformation that some impatient education reformers sought, but the deal apparently agreed to in principal by capitol negotiators over the weekend is strong enough to have the governor’s support.
But the compromise also takes a more careful, slower approach to some of the most controversial measures. Look for a bill that calls for a smaller, beta version of the governor’s plan to tie teacher evaluations to student performance. It’s an acknowledgement that some big ideas need to be tested before they are rolled out to the masses.
The legislation will also include some version of the “commissioner’s network,” giving the Malloy’s education commissioner extraordinary powers to reform failing schools. Again, look for this to be in a smaller let’s-carefully-try-this-idea-out plan tied to a handful of schools. No word yet on how the compromise will deal with union concerns that collective bargaining rights of teachers were being ignored under this plan.
Meanwhile, multiple sources tell me that the new consensus will allow for the use of charter schools as so-called turnaround models. This would allow for successful models, such as Hartford’s Jumoke Academy to be used. The use of charter schools — viewed by some as a means to ultimately privatize public schools — had been a significant stumbling block.
The new bill — which as of mid-day Monday still has yet to be printed — would also include provisions to force more rigorous, research-based reading instruction sought by membes of the Black and Puerto Rican Caucus.
Despite the fact that Malloy and teacher unions are strong supporters of public education, finding a compromise in an atmosphere of sharp rhetoric has proven difficult. For Malloy, who hung the success of this legislative session on substantive educationr reform, the stakes have been particularly high.
“Every member of the education committeed and everyone who testified and every person in the administration … all are seeking to improve educational results,” said state Sen. Andrew Fleischmann of West Hartford, co-chair of the legislature’s education committee. He did not comment on the specifics of the deal.
“If everyone shares that goal it should be possible for all parties to find common ground.”
More later.
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6 Responses to The Ed Bill Compromise: Some Details
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Scoreboard: Adults 100% Students: ??
Again, this compromise is based on who “feels” better at the end of the day…
1. Really, does Connecticut NOT know best practices for equitably educating ALL of its children? We host some of the most “expensive” education conferences, bringing in and contracting with some of the brightest minds in America to reform education; yet we must go “slow” at the expense of billions of tax payers dollars being poured into a system that lawmakers are afraid to evaluate for effectiveness!
All I can say to the consumers of education (parents,families and community) we MUST protect our children from systems that FAIL to ensure that our children gain access to high quality educational and life opportunities.
Scream rooms/seclusion rooms, largest achievement gap in nation with Black, Hispanic and poor children disproportionately comprising the gap, and an economy that can not possibly sustain a 4 billion plus unaccountable education system.
Until the moral courage and political will exist to treat all constituents fairly regardless of race and economics, we will continue to have these conversations with NO meaningful action to protect the education and overall well being of children and vulnerable populations of CT.
In closing, an analysis of the State of Connecticut using almost any indicator of socio-economic progress quickly reveals stark contradictions in the fortunes of its residents. Connecticut, one of the richest states in the nation is also home to some of the nation’s poorest cities; it is home to some of the most prestigious Universities and schools in the nation, yet its academic achievement gap is among the highest in the nation, observable between rich and poor students, and between white students and students of color. The socio-economically disadvantaged in Connecticut’s cities tend to be people of color, trapped in schools that persistently fail to meet their need for a quality education; these residents are also likely to be underemployed, or lacking in job skills that would provide a livable wage, consequently they tend be under-insured, or uninsured.
We will only affect sustainable change through thoughtful, responsive public policy, re-allocation and application of critical resources, and the empowerment of residents to become engaged in reforming their communities. The bottom up approach towards education reform is the missing link in turning around low performing schools period!
The largest achievement gap in the nation will be handled by the courts and administrative sanctions.
If the CT GOP was competent there might be other alternatives. But….The Jonah is still on board. And no John, that’s not you. Maybe you could blame Healy for the Wilson-Foley fiasco. People would buy it
Wish I could “like” your comment, Gwen! I am holding my nose and calling this a tiny “win” for kids, but the original bill was the one which would’ve TRULY helped kids and reformed what is clearly a broken system. Plain and simple: The Dems in the legislature lacked the courage to say “no” to the teachers’ unions. And they lack the courage to admit that to their constituents. I hope the constituents will remember that and vote them OUT for their weakness.
Are you a teacher in a charter school?
For Hispanics to insist on reading-based early curriculums makes sense. This is the low-hanging fruit of the at-risk population.
It’s one of the reasons border states can show big gains with the right outreach and curriculum. The kids may not come from wealthy families but often there are two parents involved and the parent(s) are supportive of the American system. The parent(s) are here because they want their kids to graduate, do well in life, and are highly motivated. They themselves are ‘newbies’ and respond favorably to guidance and outreach and a welcoming approach.
The other at-risk home environments OTOH……the ones that are not supportive and nurturing environments……
How about passing a bill like this now.
Whose Failing Grade Is It?
By LISA BELKIN
Published: May 20, 2011
SINCE the subject today is schooling, let’s start with a quiz:
1. A third grader in Florida is often late for class. She tends to forget her homework and is unprepared for tests. The teacher would like to talk to her parents about this, but they fail to attend parent-teacher conferences. The teacher should:
a) Fail the student.
b) Fail the parents.
2. A middle-school student in Alaska is regularly absent, and his grades are suffering as a result. The district should:
a) Fail the student.
b) Fine the parents $500 a day for every day the student is not in school.
3. A California kindergartner has been absent, without a doctor’s note or other “verifiable reason,” 10 times in one semester. The district should:
a) Call the parents.
b) Call the district attorney and have charges brought against the parents.
The answer, under state laws that have been proposed (No. 1), or recently enacted (No. 2 and No. 3), is “b” on all counts: If a student is behaving badly, punish Mom and Dad.
Teachers are fed up with being blamed for the failures of American education, and legislators are starting to hear them. A spate of bills introduced in various states now takes aim squarely at the parents. If you think you can legislate teaching, the notion goes, why not try legislating parenting?
It is a complicated idea, taking on the controversial question of whether parents, teachers or children are most to blame when a child fails to learn.
I love this.Read the rest.
http://www.nytimes.com/2011/05/22/style/motherlode-whose-failing-grade-is-it-childs-or-parents.html