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Back in August President Obama gave a speech about education policy at Canyon Springs High School in Las Vegas. If you unpack this paragraph from his speech there is so much context underneath that bears further discussion and much of which I find particularly frustrating. Regardless of my basic political philosophy questions, I think I understand Obama’s reticence to make education policy a political issue. Obama at his heart (despite conservative spin doctor talking points) is a pragmatic community organizer, whose natural instinct is to find a working middle ground and get things done. It was a very rude awakening for that pragmatic community organizer to have the Congressional Republicans make a political calculation that it was in their best political interest to oppose the health care reform bill, even in its compromise form with all its business-friendly components. So when it comes to education policy, it is not in Obama’s pedigree to look for an ideological fight, but to find middle ground and from there try to take concrete steps forward. What’s particularly frustrating to me is that NCLB “works” for the people who manage our public education system and are charged with implementing the policy, while at the same time failing our kids (the users of the system) and the teachers that are trying to help them.
For the legislators and bureaucrats (particularly at the state and federal level) and the corporate foundations and big businesses that service and sell to them, it is a reasonably straightforward exercise of positioning themselves as champions of “educational excellence”. But other than aggregated testing statistics, there is no feedback loop from the bottom to the top of the governance pyramid. In the text of his speech above, Obama calls out his administration’s signature educational program, “Race to the Top”, “a national competition to improve our schools”. What is particularly frustrating here is that there is no national dialog on the basic premise of top-down control of the education system, the standardization and regimentation that it fosters, and the high-stakes testing plus teacher accountability that enforces that standardization and regimentation. Romney also espoused his love for charter schools, which are publicly funded but can be privately run.
But when it comes to the fundamental top-down model of public education controlled by the states and the teach-to-the-test schooling that it fosters, Romney is right there with Obama, maybe willing to be more candid about it than Obama would if pressed. The American public education system is a massive institution involving over forty million young people as students, millions of adult teachers, hundreds of thousands of facilities, and many billions of dollars in yearly expenditures. That said, there are a range of notable alternative educational thinkers out there who are thinking outside that box.
Let me say that I have met or at least read or heard most of these people and I can say categorically that they certainly would liven up the discussion on public education policy if they were included in the mainstream discussion. Schools are sites of both social replication and creation: that is to say, they reflect and define how we organize and understand ourselves.
Schools and teachers must move to change the definition of parent participation in the education process, to not just include the academic achievement of individual students, but also to view them as co-activists in long-lasting, social-transformation of the school district and the community. The child is endowed with an inner power, says Montessori, and this power is nothing less than the cosmic force that breathes life, love, and creativity into the world. If students are able to have the freedom to follow their own interest, what happens when you have a whole group or whole school of them?
When we pretended that all schools were simply schools – and more or less identical, and it didn’t matter that much anyway — it made some sense to say geographic lines were it.
Unless the schools provide our children with a vision of human possibility that enlightens and empowers them with knowledge and taste, they will simply play their role in someone else’s marketing schemes.
Fundamentally Summerhill is the same as it always was… Freedom for the individual, freedom as opposed to licence. Every child can excel in school, if we change the system – if we trust and hold teachers accountable for nurturing positive human diversity rather than human uniformity… Schools should make provision for every child’s voice, their talents, gifts, interests and abilities, to be developed — and heard.
I’m sure there are other names that should be on this list, but I guarantee that the folks listed above would definitely broaden and spice up the educational discussion in our country!
This is a beautifully written piece containing many interesting and thoughtful quotes by bright individuals who seem to understand learning. Good and Quality education considered as one of the basic necessities of life and are also considered as the major fundamental right of the people of the state.
The education policy of the country includes the ministry of education on the provincial and federal level both. According to the policy of education which being implemented in the state includes the free primary education to the children of the state, as per the clause under this policy the government is liable and the government is bound to offer the free education to the children of the state both on federal and provincial level of the country. For the universities and colleges which subjected to divide the degrees which means that the universities and institutions which involved in higher education practices should register and should recognized with the Higher Education Commission of Pakistan which is known as HEC.Pakistan is the state which has a very firm and positive educational policy but unfortunately these policies are not being implemented as per their design.
The NHS Five Year Forward View – is it time to put faith in the public over politicians? The views expressed below are solely those of the author, and do not reflect the views of Boston University School of Education. Here is something I know: regardless of circumstances at birth, every child deserves equal access to a high-quality education that will provide pathways to a fulfilling future.
My first meaningful exposure to policy making in education began during my junior year of high school, when I assumed the position of student representative on my district Board of Education in southern Maine. This same school year brought the inauguration of our country’s 44th President, Barack Obama, and it is also the year in which I read Savage Inequalities, Jonathan Kozol’s 1991 exploration of the profound disparities in facilities, resources, and educators within America’s assorted public schools. Years later, the School of Education at Boston University has provided me with stimulating opportunities to explore and energize my passion for the field of education, but my past experiences remind me that the work of America’s teachers is not independent from the greater political system that is constructed by citizens’ democratic participation. Here is something I’ve learned: in 2012 and in every election hereafter, it is imperative that our country elect a leader who advocates for an excellent education system and equal opportunity for every child. Top Education DegreesYour Guide to the Best Education DegreesWhat is an Education Policy Analyst? Some people may ask themselves what an education policy analyst is if they have an interest in the shaping of education. Education policy analysts are responsible for researching and interpreting current educational policies and their effects on communities, according to Inside Jobs. For example, what if a school board notices that a large amount of families are moving into the area? Education policy analysts may be hired by lobbyists, lawmakers, think tanks or other official institutions in order to conduct certain types of research that focus on a specific issue, according to Concordia University. Without education policy analysts, societies will lose the ability to predict what educational systems will need in the years to come. With President Bush's approval rating hovering in the 30s, just about everyone has an opinion on what George W. Identifying what needs to be fixed in the field of education is easy: the No Child Left Behind Act, currently up for reauthorization but stalled in Congress pending the next election. NCLB was enacted in 2001 with huge bipartisan support, though many Democrats in Congress have since disclaimed if not denounced it, presumably having had some time to read it. It didn't take states very long to figure out how to play this weird little game: Avoid failure by lowering the bar! It's worth noting here that the best high-school students already take national tests, though we don't call them that. If and when NCLB is fixed, the next president should concentrate on two key issues: teachers and preschool. The federal government should create a similar program by agreeing to reimburse at least some of the college expenses of those who enter teaching. So many if not most of our public schools, particularly in poorer neighborhoods, have narrowed their curriculum and methodology toward teaching to the test rather than offering a robust educational venue.
I suppose it could be characterized in the best light of encouraging states with rewards for winning the competition.
Secretary of Education Arne Duncan — who support a movement known as education reform. When he visited Philadelphia earlier this year, he stopped by a school that was closed for low performance but then taken over by a charter school. Therefore it isn’t unusual to find unschoolers who are barely eight-years-old studying astronomy or who are ten-years-old and just learning to read. Was it possible I had been hired [as a teacher] not to enlarge children’s power, but to diminish it?
Critic of conventional education and parenting practices, including use of competition, incentive programs, conventional discipline, standardized testing, grades, homework, and traditional schooling.



For his words to ‘educate’ you, you must welcome them, think about them, find somewhere for your mind to organize them, and remember them.
He is director of Education at the Indiana Black & Latino Policy Institute, a part of the pro-democracy movement in Indiana’s public schools. The highest and truest purpose of education is to nourish this force, to bring forth this power. Former supporter now critic of NCLB, high-stakes testing, privatization, charter schools, and the belief that educational issues can be addressed without addressing underlying poverty issues. Unless they understand deeply the sources of our democracy, they will take it for granted and fail to exercise their rights and responsibilities. Director of The Arts in Schools Project (1985–89), Professor of Arts Education at the University of Warwick (1989–2001), and was knighted in 2003 for services to education.
The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.
How we answer this question is critical for the future of our children, our nation, and our world.
For that purpose Government of Pakistan has also derived and constituted several policies about the education sector of the country, which is liable to give quality education to all the people of Pakistan. Each of the provinces has its own ministry of education which is liable to deal the educational issues and decisions within the province. Another very similar clause under this act is that primary education being made compulsory for each & every student of the country and parents in this regard made bound to fulfill this need under the educational policy of Pakistan and the one which are found or which caught not following and not meeting on the need subjected to the respective allocated punishment which might include both the financial penalty as well as lock in jails for the decided time period.
This implementation should ensured so that the future of millions of students of Pakistan who will be the future of the state should make stronger and brighter. In this role, I gained insight into local politics, parental influence, teacher union bargaining, property taxation, and public school funding. These two forces, the election of the nation’s first black President and the research that introduced me to the inequities present in our education system, obliged me to acknowledge both the incomparable power of education for young people and the often painful effects of injustice for those who are disadvantaged. Secretary of Education as part of my participation in the Bezos Scholars Program at the Aspen Ideas Festival. Consequently, I embraced the invitation to volunteer with the southern Maine division of Organizing for America, President Obama’s grassroots re-election team, during the summer of 2012.
Boston University School of Education is non-partisan and does not endorse either candidate.
Despite their lack of recognition, education policy analysts play a rather important role in developing solid educational policies. Subjects that they cover include teacher salaries, adult education, job training, graduation rates in certain communities, class size and school size.
They will want to figure out the maximum number of students they can accommodate and provide for without lowering their standards for student education. Eventually, their recommendations may be passed along to lawmakers who can then change or maintain existing regulations. These analysts are able to look at current statistics and details in a detached manner and project what will be successful and what will become an issue over the next few years. The elaborate law requires schools to test the bejeezus out of elementary- and middle-school students in reading and math, to test them again in high school, and to sprinkle in a few science tests along the way. The act is at once the Bush administration's signature piece of education legislation, its most significant domestic policy initiative, and the most intrusive federal education law in our nation's history. The second problem is that looking at just a sheet of test scores is a lousy way to judge school quality. And that's exactly what some did, either by making the tests easier or simply lowering the score needed to be considered "proficient." As a result of shenanigans like these, most state tests are not very hard to pass.
National tests should be given less often, perhaps in only fourth, eighth, and 11th grades.
The federal government should get out of the business of telling states how to reform and punish their schools, and we should drop 2014 as our rendezvous with perfection. School quality should also be measured using value-added assessments, crediting schools that make exceptional progress with their students, regardless of where those students started. Math and science teachers are in short supply, and there aren't enough good teachers in high-poverty and high-minority schools. Colleges and universities should also chip in, much as law schools cover the student loans of their graduates who go into public service. He saw kids on computers and singing in a glee club, and asked its founder how he afforded it all. That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of national curriculum of schooling were designed exactly as if someone had set out to *prevent* children from learning how to think and act, to coax them into addiction and dependent behavior. The democratic meeting insures that the freedom and rights of the individual do not encroach upon the rights of others in the group. But if we actually want each school to be “itself” – with a right to a distinctive approach, it gets difficult. Yet all too often it gets lost in debates about standards, testing, and other procedural reforms that treat education as something to be done to children rather than for and with them.
It was never properly executed and now is a forgotten part of our American education history. Although people look quite disappointed and unsatisfied from these policies which have shown the non-serious attitude of the Government on this very crucial need and choose which lays the foundation for the greatest success of any nation. Each province allocated specific educational budget among which they have to manage their expenditure. However, simultaneously I came to recognize the potent involvement of the federal government, whose economic and curricular priorities are conveyed to state departments and interpreted by local school districts and their administrators in order to provide, we hope, the best education possible for the nation’s youth. That afternoon, Secretary Arne Duncan, a friend and appointee of President Obama, entered the boardroom filled with twelve precocious seventeen-year-olds and twelve educators from across the country, and immediately revealed his hope for our intimate conversation: to hear the ideas and suggestions of individuals currently experiencing the system over which he presided. As an OFA Neighborhood Team Leader, I was responsible for recruiting volunteers and co-hosting house parties and informal phone banks in western York County. They act as advocates for programs that need critical funding by demonstrating that these programs address a specific issue within local or regional communities. They can then hire an education policy analyst who will look at the school’s physical size, safety capacity, test scores and teacher-to-student ratios. The work that these analysts perform helps shape long-term goals for education in a certain area.
Most educational policy analysts will enter the field after some time serving on boards of education in their region. Schools posting consistently poor test scores are supposed to be punished so that they'll clean up their acts and allow NCLB's ultimate goal to be achieved in 2014. The federal government provides less than 10 percent of all education funding, yet NCLB drives education policy in every school district in the country. Specifically, the act promotes the heavy use and misuse not just of tests, but of stupid tests. Schools must show annual improvements on test scores or face increasingly severe sanctions and the stigma of being labeled as failing.
That many schools still post poor scores is a sign of how far we still need to travel, but it's important to recognize that, at a very basic level, this whole thing is a sham. National tests in the past have been nonstarters politically, but they have always polled well, and some politicians are starting to come around. No one argues that it would be better to have 50 different AP tests in American history instead of one.
This would provide relief from the relentless test march that characterizes elementary- and middle-school years, which would give breathing room for subjects like music and art while concentrating attention on key thresholds in education. It's a gimmick that has outlived its usefulness and is now causing more harm than good as states grow increasingly desperate to find ways to avoid the looming possibility that most of their schools will be labeled as failing. The federal government cannot monitor working conditions in tens of thousands of schools, but it can create a teaching program that restores prestige to the profession. The benefits of high-quality preschool, especially for children from poorer families, easily outweigh the costs.


But they're worthwhile and certainly better investments than our current response to educational failure: building more prisons. Rather, teachers should be paid well, freed from misguided mandates, treated with respect, and provided with the support they need to help their students become increasingly proficient and enthusiastic learners.
Today’s kids may look very different from kids in the 30s, but they still have the same needs. All the provincial educational ministries are answerable to the federal ministry of education.
Instead of sharing his own biography or expounding on his Race to the Top initiative, Secretary Duncan asked us to speak, dutifully took notes, and warmly personified our President’s expectations for his Cabinet members: to be an official that leaves his or her office, talks to folks, understands their challenges, and considers the solutions that they propose.
I was also fortunate enough to hear President Obama speak at two of his campaign events in New Hampshire, where I was again reminded of the narrative of achievement that this man represents for every young person, and especially for every young person whose upbringing makes it challenging to envision the possibility that he or she could ever become the President of the United States of America. In short, their work helps create sustainable educational policies that are beneficial on a larger scale. Using these facts, they can then come to a conclusion about what would be the upper limit for the school’s student population. They may work in teams or by themselves, but they always end up providing useful insight into every aspect of education.
Some education policy analysts have degrees in fields such as child psychology, finance or public administration. The act imagines that essentially all students across the country will be "proficient" in that year, meaning that they'll all pass the battery of standardized tests required by the NCLB.
This isn't a reason to abandon all testing; it is a reason, however, to come up with better tests and better ways to use those tests to judge schools.
As a teacher once remarked, the most accurate prediction you can make based on a student's test score is her parents' income. NCLB couples this punitive scheme with utter laxity regarding the standards and tests themselves. NCLB, despite lofty rhetoric to the contrary, is not about equalizing opportunities in poor and rich, city and suburban schools; it's about making sure kids can learn some of the basics.
The reality is that the current federal-state compromise isn't working and doesn't make sense in a shrinking and flattening world. Why should only our best students have the advantage of a high-quality, national testing system? Reducing the overall amount of tests should also improve the quality of the tests themselves.
The federal government should instead, right now, create a system to rank every school within a state. Still other criteria, such as advancement from grade to grade, might be used for elementary and middle schools.
Teach for Americaa€”which places recent college graduates for two-year stints in some of the most difficult schools in the nationa€”is inundated with applications.
The federal government should use this as a model to encourage college graduates to go into teachinga€”and to stay there for more than two years. States have recognized this and have pumped billions of dollars into preschool education over the last decade, but millions of children remain without access. Over the past four years, we’ve broken through the traditional stalemate that used to exist between the left and the right, between conservatives and liberals. You don’t need a schoolteacher to get knowledge – you can get it from looking at the world, from watching films, from conversations, from reading, from asking questions, from experience. The interactive process usually comes up with better solutions than any one individual could. Kids need to play, they need the companionship of other kids, they need supportive adults, a secure loving environment and, of course, parents who love and approve of them.
I was immediately captivated by this man, and also by his superior, both of whom authentically substantiate their concern for the real experiences of America’s students and whose efforts confirm that they deeply aspire to use their authority to improve our nation’s schools. During each call I completed and each event I attended, my hope was to remind voters of what I consider to be the foundation of Barack Obama’s story and of his candidacy: all people have a human right to equality that must be protected, not restricted, by their government. They use their knowledge of these related subject areas to help them as they study trends in educational issues. What is an education policy analyst but a person who helps design the future of education by using the tools supplied to them today? Fixing It is a 10-part series to be published over the course of this week with contributions from some of our favorite writers, offering detailed policy prescriptions for the next president, whomever that may be, on how to quickly undo some of the damage.
NCLB has big problems, but its core ideasa€”creating high goals for all schools, ensuring accountability for meeting them, and focusing attention on disadvantaged and minority students who are too often ignoreda€”are worth retaining. Reading, math, and science are important, but so are social studies, history, literature, geography, art, and music.
Teachers and schools with middle-class kids will invariably look better than those with poor kids if the only measure is how many students in a particular year pass a test. States get to develop their own standards, create their own tests, and set their own passing rates. A ranking system will provide both crucial information and create ongoing pressure for reform. Ranking systems aren't perfect, but using multiple criteria to rank schools should provide a much clearer and fuller picture of school quality. To attract more and better qualified teachers, and to attract them to particular subjects and particular schools, we need to pay them more. In recent years, they've had to turn down four out of every five applicants, most from very good colleges. The federal government, in conjunction with the states, should strive to provide access at least to all 4-year-olds whose families cannot afford a high-quality preschool on their own.
They may even continue the research on a wider level and lobby local politicians to create new legislature that regulates class sizes in public schools. That's why both the New York Times and writers for the National Review have praised the basic idea of NCLB.
Instead of telling us how schools are doing in these other subjects, NCLB is turning them into endangered species by pushing schoolsa€”especially those that are strugglinga€”to downplay if not ignore subjects not tested.
What we can't tell from scores alone, because they don't tell us where students started or how much they progressed over the year, is the value that a particular teacher or school has added to a student's education. Imagine if the EPA told the auto industry it would be fined heavily for polluting too much but let automakers decide for themselves what counts as "too much" pollution.
States can then decide on their own how they want to sanction or assist the low-performing schools.
This would be both a politically popular measure and one of the single best investments any level of government could make. Obama acknowledges of he and his wife’s accomplishments, “Michelle and I are here only because we were given a chance at an education.
Many tests that are given further narrow the focus of education by relying on multiple-choice questions that reward memorization and regurgitation rather than analytical and creative thinking. Basing teacher and school evaluations on a snapshot of a year's test scores makes about as much sense as judging investment advisers based on how much money they are managing instead of the gains they earn for their clients. Because some schools will always be ranked higher than others, there's no reason to try to make all students look as if they're from Lake Wobegon. I will not settle for an America where some kids don’t have that chance,” and through funding Race to the Top innovations, increasing federal Pell Grants, reforming student loan repayment, and investing in community colleges, President Obama has illustrated his commitment to college access, to social and economic mobility, to meaningful educational opportunities, to eliminating the savage inequalities alive in our poorest schools and neighborhoods, and to a true American Dream free of stipulations based on class, race, ethnicity, gender, sexual orientation, citizenship, and religion. Our visionary President is not ashamed to attribute his improbable success to the power of education and he has reminded us all that if we make high-quality education a possibility, a priority, for every single child, we can activate the potential of an entire generation and continue to restore hope for the future of America.




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