Welcome back to the Education Policy Hotlist!
I hope that you all have a relaxing holiday break planned. My family and I are escaping to the Oregon coast after being stuck in our house the entire month of November. We are ready for a change of scenery.
Before diving into the weeds this week on the latest education policy news, there are two things to note:
First, EdAllies released a remarkable podcast featuring Minnesota State Representative Heather Edelson, who led the Minnesota Reads Act. The pod is a sliver of insight for other state leaders who need a deeper look into how community members, parents, advocates, and legislators can all come together to craft meaningful legislation for kids.
Second, I want to use this space to thank Superintendent Guerrero and Jonathan Garcia enormously, who will both leave Portland Public Schools in February 2024. These two leaders have changed forever the way Portland children will be educated. I know it’s a big statement, and I mean it.
The education policy community nationally makes countless jokes about Oregon. They ridicule us for our lack of accountability and low expectations. I have personal experience of this. I transferred to another state for my last two years of high school and felt how underprepared I was for their standards. As a teacher, I moved back home to Oregon from North Carolina and saw the stark difference in the oversight of the instructional quality in my classroom. Oregon’s education issues are not new but decades old. We cloak our ineffective policy choices within the name of equity and fail to put our students’ futures first.
When Superintendent Guerrero took charge of Portland Public Schools, I felt the energy of transformation across our city.
As a member of the community budget review committee, I saw how the leadership team guided us through an intentional reframe that prioritized the well-being and achievement of our students of color and used these metrics as our collective measures of success. Then, in 2020, I had the honor of leading research at PPS and saw how our district was willing to redesign how we studied and documented the stories of our racially/ ethnically diverse students and families. Over the last two years, Superintendent Guerrero’s team designed and implemented the new instructional quality framework, and I watched our Black and Brown students’ standardized test scores grow in my school. And, just last week, when I asked my third graders’ teacher for more standardized information to support their report card grades, they replied, “they will keep receiving grade-level instruction along with those interventions.”
These are all enormous wins, even if they are just my small anecdotes about how slow, steady, consistent commitments to holding the line on equity can change the way a system works. I am forever proud of these shifts that I’ve witnessed, and as a parent in Portland, I will continue to hold this line.
So, thank you Superintendent Guerrero and Jonathan for bravely resetting how we define our culture around supports and expectations for our brilliant students. All PPS students deserve equitable opportunities for a bright future. And you set us on the path to that reality. We will miss the dedication you gave our students and families tremendously.
Mark Your Calendars
Are you seeking the latest and most relevant education research and policy events? Whether you prefer to attend them virtually or in person, you can find various options on FutureEd’s events page. FutureEd is a think tank at Georgetown University’s McCourt School of Public Policy that aims to advance excellence, equity, and efficiency in education.
Don’t miss this opportunity to learn from experts, network with peers, and stay updated on the most pressing issues in education. Visit FutureEd’s events page today and register for the events that interest you.
Politics in Education
How will the 2023 election results impact education policy?
ECS released their latest updates on the impact of the 2023 election results on education policy at the state and local levels. It notes that several states elected new governors, legislators, and state board members, who will have the authority and responsibility to shape the education agenda and budget for their states. It also highlights some key education issues and initiatives that were on the ballot in various states and districts, such as school funding, vouchers, charter schools, and teacher pay. Education policy will continue to be a salient and contested issue in the political arena, and stakeholders will need to engage and collaborate with the newly elected officials to advance their interests and goals.
Education Governance
The 50 very different states of American public education
In this article, Chad Aldeman compares the 50 states and the District of Columbia on various public education indicators, such as enrollment, funding, achievement, and equity. It reveals the wide disparities and diversity among the states and some common trends and challenges. Chad highlights the need for education policy to be responsive to each state's local contexts and needs while addressing the national goals and standards of quality and excellence.
“In other words, the teaching profession looks very different depending on which state you happen to live in. What might appear weird to people in New York or Massachusetts may be standard practice for teachers, educators and schools in Florida or Arizona.” — Chad Aldeman
School Choice
Tennessee governor proposes statewide school voucher program
Tennessee Gov. Bill Lee proposed creating a statewide school voucher program that would allow low-income families to use public funds to pay for private school tuition. The proposal would expand the existing Education Savings Account program, which is currently limited to students in Shelby and Davidson counties and is facing legal challenges. The proposal would also increase the amount of money available for each student, from $7,400 to $8,500. This news shows the governor’s commitment to expanding school choice options in the state, and the potential impact on public school funding and enrollment.
Alaska leads states in first-ever rankings of charter performance on NAEP
A new article finds that Alaska, Arizona, Colorado, and Texas are among the top performers, while Ohio, Oregon, Nevada, and California are among the lowest. It also examines the factors that may explain the variation in charter performance across the states, such as the charter sector's size, diversity, and regulation. According to the latest analysis, policymakers and educators can learn from the best practices and challenges of different states to improve the quality and outcomes of charter schools.
Teacher Licensure
More than 1,500 Minnesota special ed teachers are working in regular ed classrooms
A new piece reveals data on the number and distribution of special education teachers in Minnesota who are working in regular education classrooms rather than in their licensed area of specialization. It shows that over 1,500 special education teachers, or about 10 percent of the state’s total, teach in regular education settings, mostly in elementary schools and rural districts. The shortage and turnover of special education teachers, the lack of funding and support, and the impact on student outcomes and teacher quality may explain this phenomenon. This article raises the issue of teacher misassignment and its implications for the equity and effectiveness of education, especially for students with disabilities.
Study finds emergency-licensed teachers perform similarly to other new teachers
Boston University researchers found that teachers who entered the profession with an emergency license during the pandemic performed similarly to other newly hired teachers on principal surveys, performance evaluations, and student growth on standardized tests. The study also found that emergency-licensed teachers were more diverse, filled high-shortage areas, and stayed in the profession at comparable rates to other teachers. The analysis suggests that the state’s emergency licensure program did not compromise the quality of the teaching workforce and may have some benefits for diversity and supply. This news implies that the state may consider continuing or expanding the emergency licensure program to address teacher shortages and diversify the profession.
Learning Time
The promises and challenges of extending learning time
FutureEd released an article that discusses the potential benefits and drawbacks of extending learning time for students, such as through longer school days, longer school years, or summer programs. It cites research and examples from various states and districts that have implemented or considered extending learning time and offers some recommendations and best practices for policymakers and practitioners. This article emphasizes the importance of designing and delivering high-quality and engaging student learning experiences rather than adding more hours or days to the school calendar.
Unlocking resources through scheduling
A new report by Timely examines how schools can use scheduling as a strategic tool to optimize resources and improve student learning. The report presents a case study of how schools using Timely implement new flexible scheduling models, such as personalized learning, blended learning, and extended learning time. It provides guidance and recommendations for school leaders and policymakers on designing and implementing practical and sustainable scheduling practices. Scheduling is an overlooked policy lever that can transform students’ experiences in school, instructional quality, and learning outcomes.
A New Focus on Skills
Schools experiment with new ways to measure durable skills
Some schools are moving beyond the traditional Carnegie unit, which measures student learning by time spent in class and exploring new ways to assess students’ durable skills, such as critical thinking, collaboration, and creativity. These schools use performance-based assessments, portfolios, micro-credentials, and competency-based education to measure student learning based on mastery of skills and knowledge rather than seat time. This news reflects a growing interest in rethinking how schools define and measure student success and the challenges and opportunities of implementing alternative assessment models.
Indiana plans to transform high school with work skills focus
Indiana is seeking to transform its high school system by making work skills a priority for students. The state is developing a new graduation pathway that would require students to complete a work-based learning experience, such as an internship, apprenticeship, or service-learning project, in addition to academic requirements. The state is also creating a new credential called the Indiana Diploma with Workforce Ready Endorsement, which would recognize students who demonstrate employability skills and industry certifications. This news shows the state’s vision for preparing students for the future workforce and the challenges of implementing a new high school model. Among these areas for reform, the state is also considering:
A greater emphasis on students’ job shadowing, internships and apprenticeships that only “a tiny percentage” of students experience now, according to Jenner.
Changing the courses required to graduate.
Requiring more meeting time with career counselors or businesses
Requiring students to earn credentials for careers before graduating.
Piloting “mastery” approaches to measuring student progress, throwing out traditional A-F grades, replacing them with tracking student progress toward their mastery or competency of skills. Workplace skills like teamwork and critical thinking would be measured, not just core subjects like English and math.
Data and Accountability
A powerful AI tool helps stakeholders view comparative assessment data
Zelma is an AI-powered education data tool to help all stakeholders find graphs and understand US school testing data. The tool summarizes data in plain English, making it accessible to many stakeholders. You can ask questions about student test scores by various criteria, such as state, district, grade, subject, year, and demographics. Zelma can help you discover insights, trends, and patterns in the data and present them in clear and interactive graphs. Zelma can be useful for educators, journalists, researchers, and policymakers who want to explore and analyze US education data.
North Carolina Releases Report on Advanced Mathematics Course Enrollment
The North Carolina Department of Public Instruction released a report on the enrollment of students in advanced mathematics courses. The information found that while there has been an increase in enrollment in advanced math courses, there are still disparities in access to these courses for specific student groups, including American Indian/Alaska Native students. This news means North Carolina plans to address equity issues in access to advanced math courses, an important policy area for improving student outcomes and preparing students for college and career success. Policymakers and educators in other states can learn from North Carolina's efforts to analyze and address disparities in access to advanced courses and work to ensure that all students have access to high-quality math education.
Civil rights data reveals racial divide in advanced classes
The U.S. Department of Education released the first civil rights data collection since the COVID-19 pandemic, covering the 2019-2020 school year. The data revealed that Black, Latino, and Native American students were underrepresented in advanced classes, such as Advanced Placement, International Baccalaureate, and dual enrollment courses, compared to their white and Asian peers. The data also showed that students of color were likelier to attend schools with less experienced teachers, fewer counselors, and lower per-pupil spending. This news highlights the persistent racial disparities in educational opportunities and resources and the need for more equitable policies and practices.
Now live: 2022-23 state assessment results
AssessmentHQ provides access to the state assessment results for the 2022-23 school year. The tool allows users to compare students' performance across states, grades, subjects, and by race, ethnicity, income, disability, and English language proficiency. The tool also provides contextual information and analysis on the state assessments, such as the content standards, test design, cut scores, and participation rates.
How states can use data to improve education outcomes
The Data Quality Campaign (DQC) released a report that recommends that states use data to inform their education policies and practices. The report highlights four use cases of data: supporting students in their transitions, identifying and addressing opportunity gaps, improving instruction, and measuring what matters. The report also suggests actions for state leaders to ensure data quality, access, and use. This report is a valuable resource for education policymakers who want to leverage data to improve student learning and equity. State leaders can engage their colleagues in a conversation about what these ten steps may look like within their contexts:
Codify cross-agency data governance in state law.
Establish an independent entity to administer the state’s SLDS.
Map existing assets to identify system strengths and limits.
Engage the public to prioritize data access needs and seek continual feedback.
Fund SLDSs and the source systems that contribute data to them.
Develop legal and privacy frameworks to enable and guide state data efforts.
Develop and act on rollout plans when building data access.
Invest in the talent and human capacity needed to modernize SLDSs toward access.
Center privacy.
Support local leaders in building their capacity to use data.
IES announces new research grant program on four topics
The Institute of Education Sciences (IES) has launched a new research grant program called the Education Research and Development Center Program. The program aims to provide reliable and valid information about education practices on four topics: improving rural education, using generative artificial intelligence to augment classroom teaching and learning, K-12 teacher recruitment and retention policy, and improving outcomes in elementary science education. The IES will fund four centers, each focused on one of these topics, with awards ranging from $1 million to $3 million per year. The program invites applications from researchers, practitioners, policymakers, and other stakeholders interested in conducting rigorous and relevant education research. The deadline for applications is March 7, 2024.
ICYMI
Please help me congratulate my fellow National Voices colleague and the brilliant education leader Dr. Ugochi Emenaha, whose book “Beautiful” earned the Multicultural Children’s Publication Award from the National Association for Multicultural Education.
You can learn more about Dr. Emenaha and the award here.
Dr. Christine Pitts is an executive leader advancing evidence-based public policy for social impact. Follow her on LinkedIn and Instagram for more updates.