Passage of the Every Student Succeeds Act (ESSA) late last year has been the cause of much celebration by those of us who believed the fulcrum in education policymaking was badly in need of a reset. For decades, the federal role has grown, coercing state leaders and local school officials to change…
NSBA today joined 47 education organizations in a coalition letter for the markup of S. 2711, the “Native American Education Opportunity Act,” opposing private school vouchers in the form of Education Savings Accounts (ESAs). > Read the full story here…
-Joshua P. Starr, CEO of PDK
Phi Delta Kappa International (PDK) released its 48th Annual poll results on the public’s views toward the nation’s public schools. And while the American public does not agree on a single purpose for public education according to Joshua P. Starr, the chief executive officer of PDK International, it is continuing its decades long trend and giving good marks to its local schools. Forty-eight percent of the public gave their own local schools a grade of “A” or “B.”
Where the public disagrees is in what they view as the main focus of public education. PDK found 45 percent of respondents believe the goal should be preparing students academically, and 51 percent said that the focus should be either on preparing students for work (25 percent) or preparing them to be good citizens (26 percent). Given a choice, 68 percent of poll respondents said having their local public schools focus more on career technical or skills-based classes is better than focusing on more honors or advanced classes.
“There’s a real question today about education’s return on investment.” Starr notes in the report. “While we know that a college degree is essential in today’s economy, parents and the public want to see a clearer connection between the public school system and the world of work. According to Starr, preparing students academically, for work, and for good citizenship don’t need to be mutually exclusive with the right curriculum and pedagogy.
Not a surprise, PDK found communication to be key for parents who give A’s and B’s to their local schools, reporting that their schools communicate more effectively with them, give them frequent opportunities to visit and offer input, and are interested in what they have to say.
When it comes to failing schools, the poll found the public prefers keeping them open and trying to improve them rather than simply closing them down, 84 percent vs. 14 percent respectively. On the question of whether schools should use more traditional teaching and less technology, respondents split evenly 43 percent to 43 percent.
For more findings and information on PDK’s methodology, visit www.pdkpoll.org
Between now and August 18, 2016, the U.S. Department of Education is collecting input on the educational and technical assistance needs of states and school districts. The input the Department receives is intended to inform priorities for the next grant cycle of Regional Educational Laboratories as part of the Comprehensive Centers program; the program that provides technical assistance to state education agencies.
Who is the Department looking to collect input from? Students, parents, teachers, principals and school administrators, superintendents, school board members, state and local education agency staff, and all others who are interested in affecting the future of public education and learning opportunities in their community, state, or region.
To provide input, just go to the Regional Advisory Committee portal before August 18th and respond to the 5-question Needs Sensing Survey.
The short survey asks that you indicate your state; primary role (student, parent, teacher, etc.); highest priorities for education in your region (choice of items); top three educational needs in your region (fill-ins); and your recommendations for how the Comprehensive Assistance Centers can address the educational needs you indicated.
If your primary role category isn’t listed in Question #2, we recommend using the “Other” option to identify yourself. For example, to identify yourself as a local school board member in Question #2, use the “Other” option and write in school board member.
NSBA’s Legislative Priorities for the implementation of the new education law, the Every Student Succeeds Act, are available for reference as you complete your survey, in addition to a handout specifically for school board members.
More information about the Comprehensive Centers Program and the Centers’ current priorities, is available on the Department’s website.
The Learning First Alliance (LFA) a partnership of leading education organizations with more than 10 million members dedicated to improving student learning in America’s public schools recently released principles to guide stakeholder engagement under the Every Student Succeeds Act (ESSA).
ESSA recognizes the expertise that educators can bring to the policymaking process and calls for collaboration by practitioners and policymakers but it gives few details on how those groups should work together. To facilitate that process, LFA proposes principles to guide stakeholder engagement. The principles are available on LFA’s webpage and more information is available in LFA’s press release.
In addition to NSBA, LFA members include: American Association of Colleges for Teacher Education; AASA:The School Superintendents Association; American Federation of Teachers; American School Counselor Association; Consortium for School Networking; International Society for Technology in Education; Learning Forward; National Association of Elementary School Principals; National Association of Secondary School Principals; National Education, Association; National PTA; National School Public Relations Association; and Phi Delta Kappa International.
In a 4-3 decision, the U.S. Supreme Court recognized the educational benefits of diversity. At issue in the case of Fisher v. University of Texas was whether a race-conscious admissions policy designed to enhance diversity is constitutional and if diversity constitutes a valid educational goal. The Court upheld the University’s policy.
Diverse learning environments benefit all students, and the benefits stretch across many areas of student learning and development, including academic achievement, social and interpersonal skills, workplace preparation, and civic engagement.
“Diversity positively affects learning outcomes for all students and benefits schools, communities, and our country as a whole,” said Thomas J. Gentzel, executive director of the National School Boards Association. “It takes dedicated efforts to achieve racial, ethnic, and socioeconomic diversity and NSBA is pleased that the Court affirmed its longstanding principles in support of policies and practices that foster diversity and integration.”
“Inclusion goals and diversity efforts benefit the educational outcomes and future success of all students, especially underrepresented minorities,” said Francisco Negrón, general counsel, National School Boards Association.” “The Court’s decision rightfully recognized the achievement of educational benefits of diversity for all students as a constitutionally permitted academic goal.”
NSBA filed an amicus brief in the U.S. Supreme Court in the case of Fisher v. University of TexasNovember 2, 2015. More information is also available in our press release.
NSBA honors the anniversary of the landmark 1954 U.S. Supreme Court Brown v. Board of Education decision which established the segregation of public school students based on race as unconstitutional.
Public education is America’s most vital institution and the foundation of our democracy. NSBA believes that public education is a civil right and that each and every child deserves equal access to a high quality public education that maximizes his or her individual potential.
The Court’s decision validated the struggle and remarkable actions of countless Americans who challenged the destructive effects of segregation in our society. The Court recognized we’re a multicultural society and that we’re stronger when we’re united. The decision had and continues to have a profound and significant impact on the lives of our children, our country’s educational system, and our nation as a whole.
NSBA recognizes the significance of the Court’s unanimous decision more than fifty years ago and what equal protection under the law continues to mean for Americans today. Every child in America deserves and has the right to attend a great public school where they live.
NSBA joined over 50 National Coalition for Public Education (NCPE) members in expressing their opposition to school vouchers and tuition tax credit programs in a recent letter to the U.S. House of Representatives.
Public funds should be spent on public schools, not private schools state the coalition of public policy, education, religious and civil rights organizations in the joint letter. Public schools have great value, but they are undermined by private school vouchers that divert resources away from the public school system, and do not provide greater opportunities for academic achievement for the few, voucher students who do participate. Read the coalition letter in its entirety below.
NSBA’s information and resources regarding vouchers available here.