To Fix Our Country, We Need to Fix Our Politics First

It’s the start of a brand new decade, but declinism hangs heavy in the air. And that, says writer Jim Fallows, is a good thing.

Having returned from three years in China, Fallows finds America in a funk. Bled by war and terrorism, beset by a lingering financial crisis and stubbornly high unemployment, facing stagnant wages and growing inequality, saddled with obsolete infrastructure and massive public debt, the United States today seems far removed from the confident “hyperpower” of a decade ago. Among the global commentariat, the “post-American world” is the cliché du jour.

But Fallows comes to challenge, not embrace, this glum narrative. In a lengthy Atlantic essay, he notes that premonitions of American decline have recurred frequently in U.S. history – and have just as often been proved wrong. He admits to having contributed himself to the “Rising Sun” hype in the 1980s, when many observers worried that Japan would soon overtake the U.S. thanks to its superior production techniques and state-guided economic strategies.

Instead, Japan sank into a long period of stagnation. But if the “jeremiad tradition” is a poor predictor of the future, says Fallows, it has the salutary effect of spurring Americans to rise to new challenges and prove the doomsayers wrong.

He attributes American resilience and adaptiveness to our inventive, entrepreneurial culture, a welcoming immigration policy and first-rate system of higher education. What’s holding us back, however, is a hopelessly dysfunctional political system that has lost the capacity to deal effectively with big national problems.

“This is the American tragedy of the early 21st century: a vital and self-renewing culture that attracts the world’s talent, and a governing system that increasingly looks like a joke,” he says. So far, so persuasive. But Fallows’ congenital optimism seems to fail him when the discussion turns to solutions. He’s no doubt realistic in dismissing great structural transformations, like a Constitutional convention to reorder our governing system, a parliamentary system or new rules that favor third parties. But concluding that “our only sane choice is to muddle through” under present arrangements ignores political reforms that are both powerful and attainable.

We could, for example, launch a frontal attack on Washington’s transactional culture and diminish the power of special interests by changing the way we finance Congressional elections. And rather than accept the inevitability of “rotten boroughs,” we could counter the worst abuses of gerrymandering by insisting that political districts be drawn by nonpartisan commissions charged with increasing rather than decreasing the number of competitive seats. We could also think seriously about addressing the abuse of the filibuster in the Senate, something that has sparked a great deal of commentary from progressives of late.

Such reforms would make it easier to overcome obstacles to the substantive changes that progressives favor, from affordable health coverage for all, to big investments in modern infrastructure and a new, low-carbon energy system. And where policy changes often expose philosophical cleavages and well as clashing interests within the Democratic coalition, fixing our broken political system is a cause that has the potential to unite all progressives.

Fallows has highlighted the right problem. But progressives should give high priority to fixing our broken politics as the prerequisite for renewing America.

Charter Schools 2.0

The following is a guest column by Rep. Jared Polis (D), who represents Colorado’s 2nd Congressional District and is a member of the House Education and Labor Committee.

Classroom desks

For education reformers who care about extending opportunity to every American family, these are exciting times. Congress has approved unprecedented funding to support our public schools, while at the same time driving much-needed and long-overdue reforms in states and districts across the nation through competitive grant programs like Race to the Top. Change is in the air and the upcoming reauthorization of Elementary and Secondary Education Act (ESEA) offers a historic opportunity to do the right thing for all of our children, regardless of background.

As a founder and former superintendent of charter schools serving at-risk students, I am heartened by the strong, fresh leadership of this administration and Congress in support of charter schools and innovation in public education. Both President Obama and Secretary of Education Arne Duncan have repeatedly called for federal investment in innovative programs with a proven track record of helping schools meet high standards.

The $4 billion Race to the Top program incentivizes states to embrace charter schools; the $3.5 billion Title I School Improvement Grants feature charter schools as a key strategy in turning around poor schools; and the $650 million Investing in Innovation Fund invites entrepreneurial charters to partner with districts to improve student outcomes. The House Committee on Education and Labor, on which I serve, held a very informative hearing in June highlighting the amazing results attained in top-performing innovative charter schools around the country.

For those of us who have been advocating the critical role that high-quality charter schools can play in helping to close the achievement gap – and kudos to the Progressive Policy Institute (PPI) for being a pioneer in touting the potential of charter schools since the mid-1990s, well before they became widely recognized – the current push for reform is gratifying. But it also requires us to think about what’s next for the charter movement in the federal framework. Seventeen years after the first charter school opened in Minnesota, what have we learned and how should ESEA reflect those lessons?

The Next Step: Scaling Up Successful Innovation

I believe we need to develop the 2.0 version of federal investment in charter schools. While we should continue supporting the Charter School Program, which helps start-ups, we must now focus on scaling up successful innovation – the proven models that we know get the job done in schools across the country. That is why I have introduced H.R. 4330, the All Students Achieving through Reform or All-STAR Act, which will enable and encourage top-performing public charter school models to expand and replicate, and also strengthen public charter school accountability and transparency. The All-STAR Act:

  • Establishes a new competitive grant program for the expansion and replication of top-performing public charter schools to serve at-risk students who are currently in underperforming schools.
  • Encourages new rigorous levels of reporting, oversight, and accountability for charter school authorizers, including intervention in or closure of low-quality charter schools.
  • Focuses resources on areas that are most in need by giving priority to eligible entities that serve a large share of low-income students who are enrolled in underperforming schools.
  • Gives priority to states that do not have caps restricting the growth of public charter schools and have policies in place that support academically successful charter schools, provide autonomy to schools, promote strong authorizing policies, and ensure quality control through performance-based accountability.

The bipartisan ALL-STAR Act is supported by several major education and civil rights organizations, including the Citizens’ Commission on Civil Rights, Education Equality Project, United Negro College Fund, National Council of La Raza, Thomas Fordham Foundation, Democrats for Education Reform, National Alliance for Public Charter Schools, National Association of Charter School Authorizers, Center for American Progress Action Fund, and of course, PPI. It is also backed by major charter management organizations like KIPP, Aspire, Achievement First, and others.

All-STAR reflects the need for us to build on what we already know works. As America keeps losing ground in the global competition for human capital development, we have no time to waste. While systemic reform is desperately needed, we must act now with the tools we have at our disposal. Let’s reward educational entrepreneurship, duplicate and expand success, and help close the achievement gap. America’s students deserve nothing less.

Taking Measure of D.C.’s IMPACT Program

As states craft their Race to the Top applications, they will likely focus on how to improve teacher and principal quality, as 28 percent of the points that they can earn fall under the “Great Teachers and Leaders” category. The criterion covers, among other things, the development of evaluation systems for teachers and principals, and the use of those evaluations to inform key decisions.

The press release announcing Race to the Top stressed a key point about the teacher-evaluation component:

…states should use multiple measures to evaluate teachers and principals, including a strong emphasis on the growth in achievement of their students. But it also reinforces that successful applicants will need to have rigorous teacher and principal evaluation programs and use the results of teacher evaluations to inform what happens in the schools.

That emphasis on “multiple measures” informs D.C. Public Schools’ new teacher evaluation system: IMPACT. The evaluation program offers a combination of approaches. Teachers of grades 4-8 mathematics and reading, for whom value-added data can be collected, will have 50 percent of their evaluation based on DC-CAS student achievement data. But another 40 percent will come from something called the Teaching and Learning Framework. For teachers in non-tested grades and subjects, the Teaching and Learning Framework comprises an even greater proportion – 80 percent – of their evaluation.

The Teaching and Learning Framework calls for five observations of teachers by administrators and master teachers in a given school year. Evaluation is broken down into three major categories: planning, teaching, and increasing effectiveness. Planning has to do with preparation of the content as well as the creation of a safe and productive learning environment; teaching gets into engagement, instructional techniques, and interaction with the students (among other factors); and increasing effectiveness deals with student assessment and the use of data to inform decision-making.

The use of more frequent observation of teachers and a clear rubric fills an important gap in teacher accountability. Since value-added student achievement data is currently available for only a small cohort of the teaching force, reliable tools for evaluating the rest of the teachers are crucial. We need rigorous ways to identify great and struggling teachers, but also to help the ones in the middle range improve. It’s easy to identify poor teachers; the tougher part is knowing how to help them improve or when to cut the cord. The Teaching and Learning Framework helps to define and show teachers paths to improvement through post-observation conferences.

George Parker, president of the Washington Teachers’ Union, has been critical of IMPACT, saying, “It’s very punitive. It takes the art of teaching and turns it into bean counting.” A union-administered focus group and survey found that the primary concerns revolve around inadequate training under the system prior to implementation and fears of its use for punitive measures rather than as a tool for improving teacher quality. Early reports on completed observations indicate some bumps in execution. Whether feeling satisfied, overrated, or underrated, teachers have expressed disappointment in the quality of suggestions offered by administrators and master teachers during post-observation conferences. Given the culture of mistrust and fear that permeates many schools, teachers are understandably skeptical and justified in noting that they cannot possibly hit all points of the rubric during a 30-minute observation. However, teachers must also recognize that their openness to the evaluation process is integral to its success and to building a better culture in schools.

The IMPACT program sets a process for clear expectations, clear feedback, and clear growth plans. While value-added testing is a useful measure for student achievement, IMPACT is a worthwhile experiment in pursuing a more expansive evaluation of teacher quality. Offering not just a goal but a pathway for improvement, it’s an innovation worth keeping an eye on.

An Innovative Way to Improve Teacher Quality

How does a school or school district consistently attract, develop, and retain effective teachers? If you can answer this, you’ll not only boost your chances of receiving some Race to the Top funds — you’ll also put to rest one of the hotly debated topics in education today.

A recent report from Education Sector, titled Teachers At Work: Improving Teacher Quality Through School Design, examines a less widely discussed approach to improving teacher quality: school design. The report argues that in order for reform initiatives to be sustainable, we need to “fundamentally overhaul the way the work of teachers is organized within schools.”

The report focuses on the Generation Schools model, developed by Furman Brown and Jonathan Spear, which restructures the traditional school day and school year. The average Generation Schools day for students consists of two 85-minute foundation courses in the morning during which students focus on core academic learning (English, math, science, and social studies) and three 60-minute studios in the afternoon, during which students take additional required courses, electives, or mandated services such as art, foreign language, and fitness. Students also participate in two month-long career and college planning units at staggered times during the course of the year, and the overall school year is 200 days, about 20 days longer than the typical school year.

In addition to rethinking the way time is used, the model reconsiders the way teachers interact with one another. Among other things, teachers are organized into grade- and subject-based teams and are allotted two hours per day for planning and preparation. These changes are intended to “blend different types of expertise and levels of experience” and allow time for teachers to reflect on their work and learn from one another. It’s not only whom you hire to teach and how you evaluate and reward them – it’s also about the structures in place to support and develop teachers. And all of this is achieved without increasing the time required from teachers – and, by extension, the costs to a school.

The student performance results at the Generation Schools pilot school, Brooklyn Generation School, a public high school in New York, have been positive so far. Teacher satisfaction also seems high, with only one teacher electing to leave after the first year, although all had the option to return to their previous schools. The United Federation of Teachers has also supported the initiative. In order to implement their unique organizational structure, the school entered into a side-letter agreement to the teachers’ contract, initially for one year in 2007, then an additional three-year period.

The Generation Schools model is not alone in thinking creatively about the use of people and time. Education Resource Strategies, an organization focused on the strategic use of resources, has done an in-depth study of nine high-performing high schools across the country that have also rethought the traditional school model with positive results. Many charter schools are also experimenting with innovative ways to use resources. While no one model is right for all schools, the basic idea is key: examine your resources and think creatively about using them efficiently and effectively to maximize teacher effectiveness.

To be sure, there are impediments to this kind of creative thinking, ranging from laws restricting the length of the school year to rigid line-item budgeting requirements for school funding. Models like Generation Schools will have trouble being scaled up unless policy makers act to remove such obstacles. State and federal governments should continue to find ways to encourage experimentation on a local level — even as they continue to hold schools accountable for the results.

Candor We Can Believe In

Let us now praise undiplomatic women.

Two cases in point: Michele Rhee, Washington, D.C.’s blunt public schools Chancellor and Secretary of State Hillary Clinton.

Yesterday, Rhee told a gathering of CEOs that the District suffers from a “complete and utter lack of accountability in this system.” That’s likely to intensify the flak she’s already taking from the teachers’ union, which is apoplectic about her decision to lay off 250 subpar teachers, and from the City Council, which sees her as insufficiently deferential on matters of school reform.

But Rhee was unapologetic. “Collaboration and consensus-building are quite frankly overrated in my mind,” she told the executives. “None of you CEOs run your companies by committee, so why should we run a school district by committee?”

It’s a good question, though such characteristic bluntness probably won’t lengthen her tenure as chancellor. Rhee is adamant about putting the needs of Washington’s public school children, who are overwhelmingly poor and minority, above the interests of adults in the District’s political-educational complex who resist fundamental changes in a system that’s manifestly failing.

On measures of student performance, the District ranks 51st among the states and near the bottom of nation’s biggest metropolitan regions. In weeding out teachers on the basis of job performance rather than seniority, Rhee has hit a very sensitive nerve. She’s saying, in effect, that public education in the District isn’t a jobs program for city residents. Let’s hope she goes on making waves.

Here’s Rhee at yesterday’s event:

Meanwhile, Hillary Clinton created a flap in Pakistan recently when she had the temerity to note that Osama bin Laden and his top al Qaeda henchmen have been living in that country since 2002.

The Pakistani press, ever alert for signs of U.S. encroachment on that nation’s sovereignty, went ballistic. Foreign policy mandarins sagely opined that the U.S. secretary of state had committed a clear breach of diplomatic protocol by embarrassing her hosts.

Well, they should be embarrassed. The presence of America’s terrorist enemies in Pakistan should be a besetting sore point in U.S.-Pakistani relations. It signifies either governmental incompetence or, worse, collusion. And with the Pakistani Army now clearing Taliban havens in South Waziristan, which it formerly regarded as no-go territory, the question of why the nation’s intelligence and security forces can’t locate our enemies only grows more insistent.

Pakistani officials reportedly are pushing back hard on U.S. suggestions that they go into North Waziristan next. It’s the home base for the notoriously thuggish Haqqani network, which is responsible for a wave of kidnapping and terrorist attacks in neighboring Afghanistan.

All this suggests that Pakistan, set to receive about $7 billion in U.S. aid, remains a strangely reluctant partner in the struggle against extremists who threaten Pakistan, Afghanistan and the U.S.

The White House reportedly is upset with Clinton for her occasional outbursts of candor. Let’s hope they don’t fit the muzzle too tightly.

Growing Pains: Scaling Up the Nation’s Best Charter Schools

The last decade has seen a tremendous boom in charter schools. Charter management organizations (CMOs) have played an increasingly important role in state and national efforts to bring reform to the toughest educational environments. But as a new report from Education Sector points out, CMOs have expanded more slowly and required more resources than supporters had hoped. Ed Sector proposes a series of recommendations to policy makers for CMOs to realize their full potential, including: lifting artificial caps on the number of charter schools that can operate; prioritizing funding for states with level fiscal playing fields for charter schools; standardizing data collection requirements across charter schools; and requiring states to have accountability systems for charter school authorizers.

Race to the Top Begins

The Department of Education today released the final application for its Race to the Top Fund after a period of public comment and revisions. With the release, the department officially parts the curtain on an ambitious education initiative, one that may well prove to be the closest the Obama reform agenda comes to an unqualified success.

The seriousness with which the administration takes education policy can be seen in gestures substantive – Race to the Top – and symbolic, such as the decision to mark the anniversary of President Obama’s election with an education event in Wisconsin.

The department’s rules for Race to the Top offer states a guideline on how best to steer their education policy. At stake: a $4.35 billion pool of funds that the department will award to states based on their performance in more than 30 criteria. Of that $350 million goes to states to create common-standard assessments. The remaining $4 billion will be up for grabs.

The program’s assessment process involves scoring states in a detailed system that goes up to 500 points. The department’s thinking on reform can be gleaned from the breakdown of scores. Under the rubric of “Great Teachers and Leaders,” the department plans on awarding up to 138 points, 28% of the total, more than any category. That category breaks down into subcategories, with points awarded for measuring student growth, developing evaluation systems, and using evaluations to inform key decisions, among other measures. The message is clear: student improvement and teacher excellence are at the heart of reform.

The other category that receives a large share of the points — 25% — is dubbed “State Success Factors,” which enumerates the ways in which states can present to the department their comprehensive vision for reform. The section asks states to articulate its plans for reform, prove its capacity to carry it out, and enlist the support of school districts. Joanne Weiss, the director of the Race to the Top program, explained in an interview with Education Week that the category aimed to encourage states to really think through their reform strategy. “It became clear that a lot of states were treating [the criteria] as a checklist. There was no big picture,” Weiss said. “Now this is where they build their case.”

The key now is the judging process. The department will select 125 judges from 1,400 applicants to go through and grade the state applications. As the Eduwonk blog points out, “If they’re not strong and keenly attuned to change and reform then this initiative won’t succeed.” Here’s hoping that the department applies the same rigor to that process as it wants the states to apply to theirs.

Education Reform Under the Radar

In today’s New York Times, David Brooks writes about one of the Obama administration’s quiet successes:

Over the past few days I’ve spoken to people ranging from Bill Gates to Jeb Bush and various education reformers. They are all impressed by how gritty and effective the Obama administration has been in holding the line and inciting real education reform.

The engine for reform has been the administration’s Race to the Top initiative, a $4.3 billion fund that the federal government has used to reward states that have pursued reform most aggressively. With Secretary of Education Arne Duncan at the helm, Race to the Top has proven to be a rigorously applied program that’s meeting its objectives — as good in practice as it is on paper.

The initiative reflects this administration’s predilection for using incentives to nudge behavior, rather than issuing top-down policies to effect change. As Brooks points out, the approach has yielded stellar results: states raising their caps on charter schools, a stronger emphasis on student performance, greater union openness to pay reform.

In recent weeks, the administration has come under fire for its seemingly thin list of accomplishments to date. The jury is still out on hot-button topics like health care and Afghanistan, but on education, the administration has been as bold and effective as reformers had hoped.