By Sara Gopalkrishna, Policy Fellow
We’ve been shining a light on teacher and principal retention since October 2018—commissioning a report, hosting a public forum, inviting numerous expert witnesses to our public meetings, and convening a working group. As such, the #EdPolicy Research Roundup: March 2019 features two reports that touch on this important issue. One is a collaboration between the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) illuminating the issue of principal turnover. The second, published by the Education Commission of the States (ECS), is an overview of the education-related priorities of state governors (of which teacher quality is highlighted).
“Understanding and Addressing Principal Turnover: A Review of the Research” – Learning Policy Institute, March 19, 2019
Summary: As school leaders, principals play a key role in retaining good teachers, promoting a positive learning environment, and ultimately providing a consistently quality education for students. This report emphasizes the importance of principals and that principal turnover is costly, both financially and academically for schools. From select research, five primary reasons why principals leave are found, many of which are comparable to the reasons often cited by teachers. The five reasons stated are:
By: Alexander Jue, Policy Analyst
This month, the DC State Board of Education (SBOE) continues its effort to make education research and policy concepts accessible to all stakeholders in our communities. The February 2019 #EdPolicy Research Roundup features two reports: one from Chiefs for Change on the importance of implementing high-quality, culturally relevant curriculum and a second from the American Academy of Pediatrics on chronic absenteeism and student health.
As we did last month, SBOE will discuss the key findings of each report, as well as explain the implication of the reports on the State Board’s work and priorities.
“Honoring Origins and Helping Students Succeed: The Case for Cultural Relevance in High-Quality Instructional Materials” – Chiefs for Change, February 21, 2019
Summary: With an increasingly diverse student population and a predominantly white educator workforce, the implementation of high-quality, culturally relevant curriculum and instructional materials “can play an important role in helping to systematically remove prejudices about race and class and in honoring students’ diverse backgrounds.” In urban districts, students of color now represent 80 percent of the student body—and people of color make up only about one-fifth of all teachers and principals. Chiefs for Change highlights the work of forward-thinking districts and states that are transitioning to rigorous instructional materials that honor the origins and experiences of their diverse students. The report makes three recommendations for states and districts seeking to incorporate cultural relevance into high-quality curriculum and instructional materials:
By Jessica Sutter, Ward 6 SBOE Representative
I love school. I’ve loved school since my first day of preschool when I walked in and never looked back to say goodbye to my mom. I’ve loved every school I’ve had the privilege to teach in. I’ve loved when school filled my heart with joy, like when my eighth graders got their letters of acceptance to high schools. I loved school even when it broke my heart after losing a student to gun violence in my first year of teaching.
I have worked in education for the past 20 years and have called Ward 6 my home for more than a decade. I’ve spent time teaching in classrooms in Chicago’s West Side, in East Los Angeles, and in our nation’s capital at the Blue Castle at Eighth and M Streets SE right here in Ward 6 where I taught eighth grade social studies and literature. In my work at DC’s Office of the State Superintendent of Education (OSSE), the Office of the Deputy Mayor for Education, and as a consultant I’ve been lucky enough to visit hundreds of schools and classrooms throughout the District.
By: Alexander Jue, Policy Analyst
Ensuring research and policy concepts are accessible to all stakeholders in our communities is important. Think tanks and policy-based organizations release reports and their findings on a regular basis, but some times the information contained within these reports can be difficult to navigate and understand to a more novice reader or layperson.
Each month, the DC State Board of Education (SBOE) will feature and summarize a collection of reports highlighting trends and issues in education policy. SBOE will discuss the key findings, as well as explain the implication of the reports to the State Board’s work and priorities. This month we feature two reports: one from the Council of Chief State School Officers (CCSSO) on the importance of teacher diversity and a second from the National School Climate Center (NSCC) on creating school communities.
“A Vision and Guidance for a Diverse and Learner-Ready Teacher Workforce” – Council of Chief State School Officers (CCSSO), January 10, 2019
Summary: Students benefit when their teachers come from varying backgrounds—racial, ethnic, and socioeconomic. Today, nearly 50 percent of American public school students identify as people of color, compared to only 20 percent of their teachers. CCSSO highlights research that demonstrates “students exposure to people who are different from themselves, and the ideas and challenges that such exposure brings, leads to improved cognitive skills, including critical thinking and problem solving.” The CCSSO report discusses the need for “deliberate attention to build current as well as future teachers’ capacity to enact pedagogies and practices that recognize and embrace students’ cultures as assets in the classroom.” CCSSO suggests that all teachers be “learner-ready”—meaning teachers have developed the deep knowledge of their content and how to teach it, understand differing needs amongst students, and demonstrate leadership and shared responsibility. The CCSSO report casts a vision for what education systems look like when there is a diverse and learner-ready workforce, and outlines a series of preservice and in-service policy recommendations for achieving their vision.
By: Brian Robinson, Policy Fellow
2018 was huge for education politics. Teacher evaluation systems were on the ballot. Democrats Andrew Cuomo (NY) and Jared Polis (CO) and Republican Bill Lee (TN) won gubernatorial races defending tough evaluation systems while Democrat Michelle Grisham (NM) won her gubernatorial race campaigning on eliminating her state’s system. School choice was on the ballot. Democrat gubernatorial candidate Gavin Newsome (CA) won calling for a moratorium on charter schools and Republican Ron DeSantis (FL) won supporting public and private choice options. Some states’ voters approved tax initiatives to fund education while others rejected them. It wasn’t just issues on the ballot. 1,800 educators campaigned for governorships, state legislatures, and congress. Democrat Tony Evers, a school superintendent, defeated Wisconsin Republican Governor Scott Walker while Connecticut elected 2016 National Teacher of the Year Jahana Hayes to Congress.
Now that the dust has settled on the 2018 midterms, where does education politics go from here? Education Week hosted stakeholders at George Washington University to discuss the future of education politics. Here are some takeaways:
- The Future is ESSA: Education Secretary Betsy DeVos has approved plans for all 50 states, the District of Columbia, and Puerto Rico. These plans vary as states have significant flexibility in implementing the law. While it’s too early to analyze its impact on student achievement, the first national overhaul of education following the No Child Left Behind Act will be ripe with research opportunities.
- States forge ahead without Feds: Partly design, partly frustration. ESSA intentionally transfers power to states in deciding how to measure student progress and turnaround low-performing schools. President Trump made his intentions clear in a 2017 executive order instructing DeVos to modify or repeal regulations or guidance that infringes on state and local school control. States have also challenged the federal government on issues such as regulating student loan servicers.
- America is still Red for Ed: The movement that saw teacher strikes in traditionally red states like West Virginia, Arizona, and Oklahoma and ushered educators into elected office isn’t fading. Former principal and North Carolina State House candidate Aimy Steele spoke of valuable lessons learned on how to organize, petition government, and use the legislative process to fight for students. Social Studies teacher and newly elected Oklahoma House Representative John Waldron said “you don’t get what you want for your kids by asking nicely.” Policymakers are on notice that they must move the needle on teacher pay and working conditions. Polis has already pledged to create affordable housing for Colorado’s teachers. West Virginia has done the same.
Education politics has the wind at its back. Hopefully this momentum can be sustained to tackle long pressing issues around equity, school violence, mental health, college preparation and affordability, and attracting and retaining high quality teachers for vulnerable student populations. Education Week’s Editor-in-Chief Scott Montgomery says, “our system of politics, our system of education are not meeting expectations.”America must maintain pressure on both systems in 2019 and beyond if we hope to see meaningful results.
By: Alexander Jue, Policy Analyst
In October 2018, the DC State Board of Education (SBOE) was asked by two agencies to submit feedback and comments on a draft policy and a draft research report. The District of Columbia Public Schools (DCPS) solicited public comment on its draft credit recovery policy that they hope to implement in January 2019, while the Office of the District of Columbia Auditor (ODCA) reached out to SBOE asking for comments on a draft report highlighting options for a personalized learning plan pilot program in the District; the report is scheduled to be released in the coming weeks. Both agencies reached out to SBOE for feedback due to SBOE’s previous work over the past year in both of these issue areas.
Below are definitions from the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS) that provide a high-level definition of the two policy areas on which SBOE recently provided feedback.
- Credit recovery – “The HSS defines credit recovery as a strategy that encourages at-risk students to retake a previously failed course required for high school graduation and earn credit if the student successfully completes the course requirements. Credit recovery courses may be available online or in alternative settings and can be scheduled at different times to suit the needs of the student.”
- Personalized learning plans – “The HSS defines a personalized learning plan as a formalized process that involves students setting learning goals based on personal, academic, and career interests with the close support of school personnel or other individuals that can include teachers, school counselors, and parents. Personalized learning plans are developed in a way that identifies the types of skills students need to pursue their academic and career interests and the steps required to build those skills, which may be attained through traditional educational pathways or through other innovative delivery mechanisms.”
By: Matt Repka, Policy Analyst
The Education Commission of the States (ECS) held its annual National Forum on Education Policy in late June 2018 at the Marriott Wardman Park in Washington, DC. Hundreds of state legislators, state board members, principals, teachers, and other education stakeholders attended the three-day event, which featured presentations, workshops, and addresses from prominent elected officials, educators, and researchers, including former U.S. Secretary of Education John King.
ECS is a nonpartisan national organization that assists state government officials in developing education policies. Founded over 50 years ago, its objective is to bring state officials together to share best practices on how to improve the quality of education in their states, and to provide research and other resources to better inform policymakers.
By: Paul Negron, Public Affairs Specialist
Here’s your weekly rundown of education local/national news and events here in the District.
SBOE QUOTED IN THE NEWS
D.C. Officials Irked by Report of Unlicensed Teachers | Washington Informer
Statement on Mayor’s Veto of School Promotion and Graduation Fairness Emergency Act of 2018 | Markus Batchelor
How 2 Communities in DC, One White One Black, Work Together | Afro
Detroit schools will hire teachers without classroom experience, sparking debate | Chalkbeat
Detroit’s main district is proceeding with a plan to hire teachers who are certified but have received no training in the classroom — adding an element of controversy to efforts to fill hundreds of teacher vacancies by the end of summer.
Indiana State Board of Education approves graduation pathway policy | Fox59
The Indiana State Board of Education (Board) on Wednesday approved policy guidance for Graduation Pathways by a 10-0 vote. The policy guidance will be used by the Indiana Department of Education (IDOE) and schools across the state to implement Graduation Pathways, which the Board approved in December 2017.
Controversial Discipline Program Not to Blame for Parkland School Shooting, Commission Finds | EdWeek
A controversial school discipline program adopted by the Broward County, Fla., district to reduce student arrests cannot be blamed for the shooting by a former student there, a state commission said Tuesday.
By: Paul Negron, Public Affairs Specialist
The DC State Board of Education (SBOE) will hold its monthly public meeting on Wednesday, January 17, 2018, at 5:30 p.m. in the Old Council Chambers at 441 4th Street NW. The SBOE wants to hear the community’s thoughts on the proposed content of a new school report card that will provide the same information about every public and public charter school in the District. The school report card will contain two kinds of data: information that is required by the federal Every Student Succeeds Act (ESSA) and information that is important to the residents of the District. The public may sign up online to testify at this month’s SBOE Public meeting about the school report card. The deadline to sign up is 5:00 p.m. on Tuesday, January 16, 2017. Residents who testify will have three minutes to provide their input and recommendations to the SBOE.
At Tuesday night’s SBOE ESSA Task Force meeting, representatives from the Office of the State Superintendent of Education (OSSE) outlined updates to their content and format proposal for the new report card. Task force members reviewed the proposal and provided comments and recommendations. This proposal was based on feedback from State Board members, community members, and the members of the ESSA Task Force. Over the next few weeks, OSSE will work with the SBOE to finalize the content proposal with the intention that the State Board will vote on the proposal at its February public meeting.
On Wednesday, September 3rd, the District of Columbia’s State School Board of Education At-Large Representative, Ashley Carter met with a delegation of 3 educators and school administration professionals from the Philippines. As a part of the International Visitor Leadership Program, the delegates sought to explore a range of perspectives on public, private, and mixed educational models, through discussions with American curriculum specialists, educators, students, school administrators, and school board representatives like Mrs. Carter. Prior to meeting with the DC State Board of Education, the delegation had met with the Houston Public School Board and had plans to meet with the Chicago Public School Board of Education following their trip to DC.
The Philippines is currently undergoing a transformation in their K-10 curriculum, extending their secondary education to include grades 11 and 12; therefore, the delegates will be studying comparative models and ideas for secondary education to inform their work. Their discussion with Ashley Carter largely centered on the separate powers of the organizations which preside over DC public and charter schools. Ms. Carter played an integral role in explaining the role of the SBOE as it pertains to recommending policy, approving policy and representing the interests of each ward in public discourse. Questions from the delegation largely centered on teacher appointment processes and the hierarchal structure within the DC education system. The delegation posed questions on the key differentiators between the public and charter school systems. Overall, the meeting served as a forum to hear international perspectives on the structure of governance within the DC education system. Hopefully, the structure of DC education governance can be used as a model for the Philippines education system. The DC State Board of Education places a high value on diversity of thought and has a commitment to collaboration. We look forward to continuing our relationship with the IVLP in the future.