A raft of past programs have failed to substantially improve the reading skills of middle grade and high school students. CPS is trying once again, as part of a federal project that aims to help teens learn how to analyze complex non-fiction.
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Quinn signs education bills in bid for federal dollars
Gov. Pat Quinn signed four education bills into law today, including a major deal between charter advocates and the state’s teachers unions that doubles the state’s cap on charter schools in exchange for new accountability measures for charter operators. Quinn also signed legislation that lays the groundwork for a comprehensive student data system. The moves should help the state compete for the nearly $5 billion in competitive “Race to the Top” education grants that will be doled out as part of the federal stimulus package.
US Secretary of Education Arne Duncan wants states to take an aggressive approach on four policy fronts: developing stronger academic standards for students, putting together comprehensive data systems, intervening aggressively in low-performing schools and finding ways to more evenly distribute the state’s best teachers in lower-performing schools.
But the bills Quinn signed today only address three of the four qualifying factors laid out by Duncan.
Gov. Pat Quinn signed four education bills into law today, including a major deal between charter advocates and the state’s teachers unions that doubles the state’s cap on charter schools in exchange for new accountability measures for charter operators. Quinn also signed legislation that lays the groundwork for a comprehensive student data system. The moves should help the state compete for the nearly $5 billion in competitive “Race to the Top” education grants that will be doled out as part of the federal stimulus package.
US Secretary of Education Arne Duncan wants states to take an aggressive approach on four policy fronts: developing stronger academic standards for students, putting together comprehensive data systems, intervening aggressively in low-performing schools and finding ways to more evenly distribute the state’s best teachers in lower-performing schools.
But the bills Quinn signed today only address three of the four qualifying factors laid out by Duncan.
What’s missing from the bills is a strategy for addressing teacher effectiveness and equitable distribution. In fact, educator quality and support was hit hard in the state budget, with cuts to programs like Grow Your Own Teachers and Teach for America.
The education budget released last week by the Illinois State Board of Education raises other questions, too. Quinn will release his version of the state’s budget Friday, and many in the education community are waiting to see which areas Quinn will cut and which areas may have some funding restored.
One of the bills signed today creates a longitudinal data system to process information about students from preschool through post-secondary education—data that could be used to measure teacher effectiveness. Illinois has a $9 million federal grant for it, but the state education budget cut $1.75 million from the project’s bottom line.
And while the state has doubled its charter cap, its education budget includes a $3.4 million cut in funding set aside to reimburse districts for up-front money to start up new charters.
Robin Steans, executive director of Advance Illinois, called the new laws “a terrific first step.” The group has also called for overhauling teacher evaluation and instituting performance-based pay, as well as a state fund to support educational innovations.
As for the Race to the Top grant, Steans said today, “It’s like the lottery. But it’s better because we get to control our odds.”
Quinn signs education bills in bid for federal dollars
Could someone, perhaps this reporter, please explain to me how Teach for America improves "teacher quality"? No experience. No certification. No education classes under their belt. Heavy, exhausting, time-consuming coursework and busy data work demanded of them by TFA (as if first year teaching isn't daunting enough). And then the majority leave after two years.
How does that improve our teaching force? I just don't get this argument.
Putting aside the above, TFAs tend to be a drain on veteran teachers where they are placed because of pressures on vets to mentor/assist and nearly carry classes taught by TFAs.
Most TFAs have university pedigrees but that doesn't translate to effective, quality teaching.
PS: Redistributing great teachers to high needs schools won't happen in Chicago's principal-driven, clout heavy hiring process. It's who you know ...
Quinn signs education bills in bid for federal dollars
Good Fences Make Good Neighbors
Do good students make good teachers? I read this from the blog with
delight….â€finding ways to more evenly distribute the state’s best teachers in lower-performing schoolsâ€
But I already know the best teachers are already in the lower-performing schools.
In 1977, I think, the board and Fed’s. tried this .Schools were paired up for a teacher swap
It was a complete disaster and that was only within CPS. I would personally love to have
Teachers from various parts of the state come here and show us how to succeed.
Quinn signs education bills in bid for federal dollars
Thank you for your comment. Defining what makes a 'good teacher' is indeed something that merits continued, intensive discussion. Performance-based pay programs aim to try and do this, but teachers themselves need to be in on designing these programs. Performance-based pay for teachers, in my view, won't do what it's intended to do--raise achievement--without professional development, mentoring and input from classroom teachers who know what works with students.
Quinn signs education bills in bid for federal dollars
I wonder why all this charter school money can't be used to make traditional public schools better....
Re: to CPS Mom
Hi CPS Mom,
I'm a non-CPS teacher (I teach in a Charter school). I love teaching in a Charter school, but I find it utterly pathetic that Charter schools NEED to exist. The presence of Charter schools states that the current schools are failing. The idea that our current school system is failing is beyond depressing.
But you know, I think the reason why CPS schools fail and/or earn a bad name is due to the students. Yes, the students. When I ask my classes about the CPS schools in the area, they exclusively refer to what the students at those schools do. I asked them about the teachers, and one kid looked at me and said, "What about them? They are just teachers. They teach stuff like you guys do." Coming from a teenage boy, I have to say that was as close to a compliment as one can get. :-) The point remains, the students don't talk about the teachers lacking quality (in fact, their friends who go to the local CPS schools have good things to say about their teachers overall) or lacking resources. My students (who enrolled purposely in a Charter school) dislike the CPS schools because of the STUDENTS.
I teach a lot of low-level classes at my high school. Thus, I tend to get a lot of low-achieving, poor behaving students in my classes. Most of the time, these low-level classes are like herding cats. You can get them moving in the right direction, but it takes a lot of running around and sweating to make it happen (truthfully, I love it and find it very rewarding, so please excuse the sarcasm if that offends you). However, there are days when the class is completely still and on task. Usually one or two of the ringleaders are absent (sick, suspended, on vacation). The entire classroom dynamic changes. I do not have to spend my time correcting and redirecting behavior, repeating myself, asking students to stop balancing pencils on their noses, etc. I can spend the vast majority of my time TEACHING them and watching them LEARN.
So I ask you: why can 1 or 2 students completely alter an entire classroom dynamic? In fact, why do we ALLOW those 1 or 2 students to alter 7-8 classrooms, each and every day? Why is it that we continually accept students who are, for lack of a better word, complete brats while allowing the rest of the classroom to suffer? The reason I love the Charter school that I'm in is simple: we can get rid of students who cross the line between bratty teenager and completely disruptive or dangerous to the school (gangs, drugs, etc.).
I propose that one of the quickest ways to improve the CPS schools is to dismiss the students who are ring-leaders to bad behavior. Anyone with a bit of common sense can figure out what type of students I'm referring to -- all children and teenagers have their moments of poor behavior, sassy mouths, and disregard for rules. :-) There are some individuals who simply take it to the next levels and will not stop, and their parents are not an ally to the teacher.
Where to put these ring leaders? Honestly? I think we should invest some money into military schools to get them back on track: to teach these students discipline and respect for themselves and others.
From my perspective, CPS suffers because they are forced to allow a few rotten kids ruin an entire group. There is no suitable or easy to remove these students. While I think we should try to "save" them all, it isn't fair to let a handful of students destroy the majority of the class and make the school have an unsafe environment. It is not fair to the other 23 students that I have to give all of my attention to 2 kids every day. It is not effective teaching.
Sorry if I offended you, or anyone. I just don't see another way around the situation.
Quinn signs education bills in bid for federal dollars
The deed is done. Senate Bill 612 is now Public Act
96-0105. Catalyst did not mention the impact of
this bill as it relates specifically to Article 34 and
Chicago's former unique Reform Law. (LSC)
Based upon this new Public Act, Contract Turnaround
schools are exempt from forming a Local School Council.
In addition, one of the other new additions to the
law is that the district ( 299) now has another option
when a school does not
meet terms to get off probation, it now includes that
the District can make the school a CONTRACT
TURNAROUND SCHOOL.
Where is the comments and news on that bit of
information?
Although LSC's have had a great many challenges
over the years, this new PUBLIC ACT
reflects clear disregard for
the Presidents new orders for Accountability,
Transparency and Diversity.
This ACT sets oversight back
20 years or more.
One of the best
aspects of Reform was that oversight was
included with LSC's having the mandate
in law to monitor how State and Federal
dollars were being spent. Was it an exact science
heckee no. But now Contract Turnaround Schools
who by the way still receive State and Federal dollars
have no oversight.
Would love to hear why this was not mentioned?
Quinn signs education bills in bid for federal dollars
I think the basic idea of putting out the kids "who cross the line between bratty teenager and completely disruptive or dangerous to the school (gangs, drugs, etc.)" in charters is starting to fail. The reason is simple, CPS is eliminating so many traditional schools and opening so many new contract and charters that charters like Perspectives for example are now enrolling just these disruptive students, so are the charters at DuSable, and on and on.
Basically this strategy will not work over the long run.
Quinn signs education bills in bid for federal dollars
Thanks for the information about the provisions of SB612. We will look into it and report back on this and other lesser-known provisions of the new law.
Quinn signs education bills in bid for federal dollars
Catalyst when will you have a thread on Track E. Will low attendance affact CPS' attendance money? Most kids in high poverty areas DID NOT show up at school today. The CPS dog and pony show was over at a high attendance, high performing school who should never have gone on the Track E schedule. The parents DID NOT want Track E!
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