Panel
K-12 Education Reform: Are We Getting It Right?
- Success Academy aims to expand to 100 charter schools in New York City, with the view that networks should ideally grow to 200, though current growth faces barriers of facilities, funding, and freedom.
- Global competitiveness is at risk as China and India may surpass U.S. outcomes unless the country improves results for both disadvantaged and highest-performing students quickly.
- The charter sector anticipates a shift toward a "red carpet" rollout and expects political support to continue despite previous anti-charter actions.
- Los Angeles hopes that positive student achievement trajectories persist, with a focus on "parent trigger" laws and teacher effectiveness to prevent reform rollbacks and ensure stability.
- Tennessee expects reforms to drive progress through data-driven teacher evaluation systems that identify effective preparation institutions and create career growth opportunities.
- Competitive grants are expected to stimulate innovation where formula funds historically only met a minimum floor, providing structured access to successful models and outside expertise.
- The federal government is anticipated to strengthen its role in setting rigorous standards, intervening in districts with disproportionate failure rates, and acting as a convener for technology and instruction.
- Reauthorization of the Elementary and Secondary Education Act (ESEA) is expected to make high-performing charter schools eligible for startup grant money to overcome policy barriers.
- Teacher evaluation systems are projected to foster continuous improvement, with younger teachers viewing accountability as professional development rather than a static judgment.
- Educator preparation standards are expected to become more rigorous and transparent, treating teaching as a precise skill set comparable to medicine with data on student success outcomes.
- Business leaders are expected to drive a demand-based conversation regarding public education, applying private sector talent evaluation and promotion standards to schools.
- Specific policy changes in Miami involving internships and secondary instruction reform have shown lasting gains, emphasizing the need for bold changes to address income inequality.
- Data on teacher preparation will drive compensation systems and leadership initiatives, while student-weighted funding formulas are expected to be difficult to reverse once justly implemented.
- A critical mass of states making similar reforms is expected to create a self-sustaining system, moving the sector from "if we do it" to "how we do it" regarding evaluation and standards.
- Federal intervention is expected to move beyond announcing statistics to taking affirmative steps in failing districts, addressing the lack of ideas and human capital rather than just money.
- The "three Fs" (facilities, funding, freedom) are identified as the primary public policy barriers, while the "Teacher Incentive Fund" requirement for outside partners aims to prevent districts from reinventing the wheel.
- Long-term gains in low-performing schools are expected from longer days, longer years, and increased professional development, requiring a differentiated approach for large systems.
- Community ownership and rights to quality education are anticipated to persist if parents are empowered through models like "parent academies" and law-rooted "parent triggers."
- The Office of Civil Rights is expected to play a strong role in enforcing policies against disproportionality affecting students of color, while the federal government maintains a minimal direct funding role (approx. 10% of the $700 billion industry) while providing technical support.
- Avoiding "tinkering at the margins" is deemed necessary to prevent profound injustice, with bold action required because the cost of inaction regarding the needs of children is too high.