When Texas Gov. Rick Perry challenged public universities to craft four-year degrees costing no more than $10,000, many said it was impossible. Three years later, 12 Texas universities have announced $10,000 bachelor’s degrees and the idea has spread to Florida, Oklahoma and Oregon.
Worried about a shortage of skilled workers, Tennessee, Oregon and Mississippi are debating free community college tuition. But some say students will work harder if they have a little “skin in the game.”
Oregon is looking for ways to lower college costs in hope of producing more college graduates.
Taking a structured set of courses increases the odds of completion, students say.
Community college would be tuition-free for two years for Oregon high school graduates with a C average, under a state legislator’s proposal.
Indiana hopes to raise college graduation rates by “guiding” students to choose a “pathway” to a degree. Once students commit to a major or program of study, they’d be told which courses to take to reach their goal.
The Obama administration “waiver gambit” lets states — and now eight CORE districts in California – “ignore poor and minority kids,” writes RiShawn Biddle on Dropout Nation.
The CORE districts’ waiver application doesn’t show how they’ll improve education, he writes, citing the review panel’s criticisms.
Kansas, Oregon, and Washington State — threatened by the feds with losing the waivers – “are unlikely to implement their proposed reforms,” Biddle writes.
It has also been clear that the administration’s decision to allow states to focus on the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps) — and ignore those districts serving up mediocre instruction and curricula — will lead to widening achievement gaps.
The administration could have “worked within the imperfect yet successful accountability framework No Child put in place 11 years ago,” writes Biddle, “if Barack Obama used his bully pulpit and political capital.”
Instead, the CORE, Kansas, Oregon, and Washington State waivers show the administration’s “shoddy and irresponsible” policymaking.
“Education insiders’ ripped the CORE waivers as bad policy, according to Whiteboard Advisers’s survey, reports Politics K-12.
- “Is there nothing they won’t permit? Why CORE but not Burlington, Vermont? Why push for common standards but permit so much local control in how you collect and use data and what you measure?”
- “The waiver was not well put together, the process for approval wasn’t transparent, it doesn’t maintain accountability. In other words it does none of the things the Secretary of Education keeps piously saying that the waivers all do.”
- “Terrible. At this point, the Department is just making things up as they go along. It’s impossible to discern a coherent strategy. [Race to the Top] for states, for districts; waivers for states, for districts. They are leaving federal education policy a complete shambles.
And the ultimate nightmare: “Just imagine what a Republican president will do with this authority and what Arne Duncan as a school leader would have said.”
Oregon and Colorado students can spend a “fifth year” in high school taking free community college courses leading to an associate degree.
Under Oregon’s Pay It Forward, Pay It Back plan, students would pay no tuition at state universities – if they agree to pay the state 3 percent of their earnings for 24 years. It’s a gamble for students and taxpayers, say critics. Students who plan careers in medicine, law, business and engineering will do much better paying the tuition up front, leaving Pay It Forward for students who don’t anticipate earning very much.
Once hostile to teachers’ unions, Education Realist now thinks unions are blamed unfairly for many education problems. She starts with teachers’ cognitive ability.
. . . high school teachers have always been pretty smart, and drawn from the top half of the college grad pool. . . . testing and knowledge standards for elementary teachers was once low, is now much higher and more than reasonable since the states dramatically increased the credentialing test difficulty as part of their adherence to NCLB.
However, “this dramatic increase did not result in either improved outcomes or evidence that new teachers who qualified with tougher tests were superior to teachers who didn’t,” she writes. “The research at best shows that smarter teachers give a teeny tiny boost to outcomes.”
States — not unions — set knowledge requirements for teacher credentialing, she writes. They struggle with disparate impact. “Set credentialing standards high, and you lose your black and Hispanic teachers.”
Reformers “unions promote pay scales that give all teachers the same raise, regardless of quality” and oppose performance pay.
Okay. So the very notion of a union is antithetical to getting competitive, performance-driven people who want rewards for their hard work.
But “there’s no point to performance pay if the objectives are delusions, she argues. If competitive, high-performance people became teachers, they’d be unable to raise outcomes and they’d quit.
The “big Kahuna of teacher union beefs” is that it’s hard to fire bad teachers.
If government unions ceased to exist tomorrow, teachers would still have Loudermill, the relatively recent Supreme Court decision that says that employment is a property right, and states can’t deprive their employees of property rights without due process. And most states have tenure written into their laws, independent of union contracts. So the changes necessary to undo teacher rights are far more than just dumping unions.
Oregon dropped tenure in favor of renewable two-year teaching contracts, but nothing changed. Oregon is below average in teacher dismissal rates, reports the Center for American Progress. While some states without tenure laws have high dismissal rates (Alabama, Alaska), others have low ones (Mississippi, Texas). The “bulk of the apparently onerous dismissal laws are encoded in state law, not in union contracts.
Teacher unions to blame for big pensions and “a compensation structure that repels competitive, performance-driven workers,” Education Realist concedes. However, “many of the teacher protections and all of the standards lie at the state level, entirely out of the union’s purview.”
Of course, teachers’ unions have a great deal of influence on state law.
States define “proficiency” very differently, write Paul Peterson and Peter Kaplan in Education Next.
Massachusetts, Tennessee and Missouri have the highest expectations, while Alabama and Georgia expect the least of their students. Texas, Michigan, Idaho, Illinois and Virginia also set a low bar.
Standards still declined in rigor in 26 states and D.C. between 2009 and 2011, while 24 states increased rigor, the study found.
The study grades the states for setting high standards, not on whether students meet those standards.
Having been graded an F in every previous report, (Tennessee) made the astounding jump to a straight A in 2011. . . state tests were made much more challenging and the percentage of students identified as proficient dropped from 90 percent or more to around 50 percent, a candid admission of the challenges the Tennessee schools faced.
West Virginia, New York, Nebraska, and Delaware also strengthened proficiency standards, while New Mexico, Washington, Hawaii, Montana, and Georgia lowered the bar.
Uneven at the Start, a new Education Trust report, looks at academic performance to predict how different states will meet the challenge of Common Core standards.
New Jersey, Maryland and Massachusetts show strong performance and improvement for all students — and for disadvantaged students, reports Ed Trust. Performance is weak in West Virginia and Oregon. Ohio and Wisconsin do well for students overall, but poorly for “or or more of their undeserved groups.”
Education Trust also has updated its EdWatch reports, which analyze college and career readiness and high school and college graduation rates for all groups of students in each state. The state academic performance and improvement tool shows how each state compares with the national average and with other states.
A bipartisan group of legislators has introduced a bill that would require college coursework as a condition of graduating from high school. The move would increase the number of students going to college, make their degrees more affordable and encourage students not considering college to continue in higher education, said Sen. Mark Hass, a Beaverton Democrat who is the bill’s chief sponsor.
Oregon students must pass 24 high school classes to earn a diploma. In its current form, Senate Bill 222 would require six of those classes earn college credit, starting with the class of 2020. It promises funding — how much is unstated — to train high school teachers to teach college-level courses.
It’s nice to know Oregon students are so accomplished that all can be expected to complete high school work in three years and move on to college work.
North Carolina is more realistic: A bill backed by Gov. Pat McCrory would create a “career ready” diploma in addition to a “college ready” diploma. The bill passed the Senate unanimously and is headed for the House. “Career and technical teacher licensing requirements also would be revised to help develop more teachers in those fields,” reports AP. There are paths to a decent job that don’t require a bachelor’s degree, the governor believes.