SOCIAL AND POLITICAL CONTEXT OF PUBLIC EDUCATIONGLEN THOMAS

• Who is the “public” in public education?

• What is the essential purpose of public education?

CA’s Huge Educational Systemand Significant Changes/Stresses to System Growth: 4.1 million students in CA public

schools in 1980; 6.3 million in 2009 (more than 50% increase)

Diversity: CA schools now have more than 50% Latino; growth of 190%

Language: 1980 326,000 students needing to learn English; 2009 1.5 million (350% increase)

Special Education: 1980: 360,000 kids; 2009 678,000 (88% increase)

But what has occurred during this time re budget?

Progress(appreciation to John Mocker for data)

Schools making significant progress in language arts and mathematics - including results for Hispanics, Blacks & those in Special Education

Minority enrollments in AP classes doubled in last five years (most doing well)

API – 1999 31% schools with APIs above 700. 2009 77% above 700

Focus on individual students ***

Some Movement toward Evidence Based Reform

VanderArk/Gates “create small schools” Class size reduction Teacher evaluation RTTT & 5% lowest teachers Charter schools (innovation versus improvement of

system) New technologies

“It is easy to take our eye off the essentials, as guided by research and evidence…” *Leadership is about maneuvering with the constraints of the day… and keeping an eye on what is essential…

Priorities for the S. Administration(last two years)

Stimulus money (CA was first) Local flexibility/categorical collapse Technology/Free Digital Textbooks Parent Trigger laws Balance state budget/cuts to K-12 and

higher education Race to the Top

Who is ultimately responsible for public education?

State Superintendent of Public Education? Federal government/DOE? Congress? State Legislature?

References: US Constitution Tenth Amendment

CA STATE Constitution

Who is responsible for what is taught in public schools?

Curriculum Case Studies Two biggest “triggers” for concern about

the curriculum:1. Textbooks2. Testing

Primary Historical Social and Political Influences Religious

Witness: Yoga is inherently religiousThe trial concerning the legality of a public-school yoga program in Encinitas continued Tuesday, with testimony from a religious scholar who said the curriculum remains religious despite efforts to strip away any spiritual elements.“I see it all over the place,” Candy Brown said when asked if she sees religious aspects to the yoga program in the Encinitas Union School District.The district introduced yoga as a pilot program in 2011 and expanded it to all nine of its schools in January. Funding comes from the KP Jois Foundation, which champions a style of yoga called Ashtanga.San Diego Union-Tribune By Gary Warth

Political (i.e., language; integration; special education)

Governmental Now – add Technology

What are the roles of the various state entities, and why should we care?

Role of SPI Role of State Board of Education Role of legislature Role of Governor Role of Commission on Teacher

Credentialing, STRS, etc.

CA Curriculum Commission(1984-1995)

Developed eight curriculum frameworks Used those as base to align teacher

development, textbooks, testing, professional development

But . . . Politics? Honig – Dukemejian

The Role of the SPI and the GovernorInfluence of Politics & the State Budget

Eastin–Wilson Class size reduction, standards

O’Connell–Davis/Schwarzenegger Accountability, budget, press, federal (state

education agency) Torlakson–Brown

Budget (1B for common core), local funding formula changes and collapse of categoricals

Evolution of Ed Reform Strategies(with thanks to M. Kirst)

Local control/elected school boards 1900-1960 1965-1990 Categorical programs for special

needs Intensification of system 1980-1990 (more time;

more required courses for graduation; teacher credentials; testing)

1990-present Systemic standards-based alignment Plus markets, choice, charters, vouchers RTTT

Political Implications of Trends

Progressive loss of confidence in local educators

States copying each other (esp. CA) Progressive loss of policy influence of

education interest groups (i.e., CA Education Coalition)

Biggest political loser: local school boards 1982 (CA Senator Hart) - still focus on inputs

Now: focus on outputs

Instructional Improvement CycleAlignment Is Key

What comes first? Testing or teaching?

Clear on what students are supposed to learn Curriculum developed to implement Training on curriculum Instructional resources/texts/technology aligned Teach/facilitate learning Assessments and data Improve instruction to support individual learning State accountability? Continuing professional development for teachers

Case Study: CLAS Learning from the Past: Drawing on California’s CLAS Experien

ce to Inform Assessment of the Common Core AIR Authors: Joel Knudson, Stephanie Hannan, and Jennifer O’Day

The Common Core State Standards represent an exciting step forward for California and for the nation as a whole in supporting strong instruction that can better prepare students for college and career success.

To realize the benefits of the Common Core, however, educators must implement the standards well, applying lessons gleaned over two decades of standards-based reform. In this vein, forward-thinking districts have already started building capacity and adapting instructional materials and practices to prepare students to master this new set of college- and career-readiness standards. Because assessment tasks not only provide evidence of student learning, but can also help teachers understand the nature of learning embodied in the Common Core, these district activities often focus on student assessment as an essential component of the implementation and instructional process.

Case Study: CLAS (continued)

This is not the first time that California has transitioned to a new system of academic standards, instruction, and assessment; in particular, potential parallels exist between the assessment the SBAC is developing and the short-lived California Learning Assessment System (CLAS) from the early 1990s.

Though the CLAS received praise from many educators as being “cutting edge,” it was plagued by both technical flaws and political controversies that led to its discontinuation after only two years. As educators embrace the challenges associated with assessment of the Common Core, it is instructive to learn from the CLAS experience—both to build on its successes and to avoid the mistakes that led to its demise.

Possible Lessons: CLAS and SMARTER BALANCE, and how to avoid pitfalls in implementation

1. Public engagement2. Teacher preparedness3. Principals and district folks ability to

explain and answer questions4. Trying to separate “politics” from testing5. Cost overruns and technical problems6. Parents’ understanding of scores and

scoring

Is a “Revolution” building? The Revolution Is Here

May 17, 2013, The Washington Post by Valerie Strauss Common Core Clash: AFT president fires

back at state education officialsMay 21, 2013, The Washington Post by Lyndsey Layton

Rifts Deepen Over Direction of Ed. Policy in U.S. May 08, 2013, Education Week by Michele McNeil

Rapid change in education–and society–has intensified the debate to a level not seen since the battles over school desegregation.

Components of possible “revolution” Reform should be integrated

(not just class size or small schools) Teacher discontent Mayors Parent “revolution” Students No “overarching voice” of direction,

leadership Corporate/big money involvement

(Walden; Gates; Broad)

Warren Buffet on Leadership In a leader, character is everything. A

leader doesn’t have to be brilliant; you can hire genius. He doesn’t have to be clever; it is easy to hire quick-witted people with advice on how to do this or that. You can hire pragmatic.

but you can’t buy courage and decency . . . you can’t rent a strong moral sense.