Education Week - April 23, 2014 - (Page 1) EDUCATIONWEEK VOL. 33, NO. 29 * APRIL 23, 2014 AMERICAN EDUCATION'S NEWSPAPER OF RECORD * © 2014 Editorial Projects in Education * $4 By Alyson Klein Benjamin C. Owens teaches an honors physics class at Tri-County Early College High School in Murphy, N.C. He says he'll refuse to give up his tenure voluntarily, even if it means missing out on a salary increase that the legislature put in place to ease the loss of the job protection. N.C. Districts Sour on State's Anti-Tenure Law By Stephen Sawchuk It was supposed to be the spoonful of sugar to make a bitter medicine-the loss of teacher tenure-go down easier. Instead, a pay mandate in North Carolina has ignited debate about a recent law's ramifications for the quality and stability of the state's workforce. As the Tar Heel State lurches toward the employment overhaul, required under a 2013 measure, districts must offer four-year contracts worth $5,000 in additional pay to a quarter of their teachers by July 1. Lawmakers hope the promise of a raise will persuade eligible teachers to relinquish tenure voluntarily before it disappears for all in 2018-19. From the looks of things, it won't be that simple. Administrators' and teachers' associations alike are protesting the 25 percent quota as unnecessarily divisive in a state where salaries have been all but frozen since 2008. Some districts are requesting extensions in meeting the mandate; others are vowing not to carry it out; two are suing to overturn it. "At our countywide meeting, the district's chief counsel got up and said, 'There is no fair way to implement this requirement,'" recounted Benjamin C. Owens, a seven-year physics and mathematics teacher in the Cherokee County district in rural Murphy, N.C. "That to me spoke volumes about some of the issues we as teachers have brought to the table with this bad legislation." The changes in North Carolina are the products of a 2013 budget measure that does away with the state's tenure rules. Under the new policy, all teachers will be instead placed on one-, two-, or four-year contracts beginning in PAGE 16> President Barack Obama has reshaped the education policy landscape over the past five years by dangling money-much of it in the form of competitive grants-in front of cashstrapped states and districts. But, as his administration enters its twilight years, the future is in doubt for programs that have become brand names in the world of K-12 policy, including Race to the Top, Investing in Innovation, and Promise Neighborhoods. Lawmakers have grown increasingly uninterested in funneling scarce federal dollars to programs closely associated with a president whose popularity and influence are on the wane. It's unclear if those programs will be around after a new administration takes over in 2017. And they could disappear even faster if Republicans gain control of the Senate in the 2014 midterm elections, as some political forecasters expect. "In general, if Republicans win the Senate, it's open season on the competitive programs," said Erik Fatemi, who until recently served as a top aide to PAGE 21> INTERVIEW: U.S. Secretary of Education Arne Duncan vows to forge ahead on policy. PAGE 18 edweek.org: BREAKING NEWS DAILY Administration Facing Hurdles In Sustaining Key Programs DIGITAL DIRECTIONS Schools Explore Benefits of Peer Counseling By Evie Blad Baltimore When Daymar Frank was in the 9th grade, his principal knew him as a feisty troublemaker who teased her about not making enough money to afford a nice car. "Daymar's the reason I drive a Cadillac now," joked Quinhon Goodlowe, the principal of the Academy for College and Career Exploration in Baltimore. So Ms. Goodlowe was a bit resistant when, at the end of his 10th grade year, Mr. Frank's teachers recommended that the school train him as a peer mentor. But, two years later, the same tenacity that made the lanky teen talk back to adults his freshman year has made him a strong leader to his fellow students, she says. Along with another senior, Mr. Frank leads a group of a dozen 9th graders in a program called Peer Group Connection, which is designed to aid in the transition to high school. Because he's assertive and aware of his past mistakes, Mr. Frank isn't afraid to ask group members about their grades or why they weren't in class that day, he said. Every 9th grader in the school participates in Peer Group Connection. Some groups are led by students who are perhaps more predictable leaders, like student council members; others are led by students who are often overlooked for leadership roles. Schools in Baltimore, New York City, New Jersey, and North Carolina have used the program-created by the Princeton, N.J.based Center for Supportive Schools-to boost attendance, academic persistence, and graduation rates. At a time when schools are increasingly recognizing the important role social and emotional factors can play in academic success, leaders are wasting a valuable rePAGE 15> NAEP Outlines Plans to Deploy Tablets for Tests Common Core > www.edweek.org/go/xxxxxxxxxxxxxxxx VISION MEETS REALITY Meets S1 EDUCATION WEEK EDUCATION WEEK A Special Report on the Common Core >> www.edweek.org/go/core-in-action ■ APRIL 23, 2014 The Common Core in Action The Common Core State Standards have been leaving their mark on the touchstones of American education for four years now. But the initial The COMMON CORE in ACTION A Supplement to the April 23, 2014, Issue Vol. 33 * No. 29 VISION By Sean Cavanagh vision for the standards-and for assessments designed to reflect them-is now getting a bracing splash of reality as states, school districts, and local communities put them into action. From a backlash in state legislatures to resistance in colleges of education, this special report explores some of the challenges facing the standards initiative. See the pullout section opposite Page 14. The architects of one of the most highly regarded gauges of student achievement-the National Assessment of Educational Progress-are preparing for a dramatic expansion of technologybased assessment, while relying on a strikingly different approach from the one that will be used to give online common-core exams in the states. Federal officials say the plan for administering NAEP, often called the "nation's report card," is for the government to rent tablet computers from a private contractor for the test, distribute them to the sample of participating schools, and retrieve those devices after the exam. That strategy has been used in NAEP'S earlier, less-ambitious forays into computer-based tests, with the goal of ensuring that the tests are delivered PAGE 12> Erin Brethauer for Education Week http://www.edweek.org Table of Contents for the Digital Edition of Education Week - April 23, 2014 Contents Education Week - April 23, 2014 http://ew.edweek.org/nxtbooks/epe/ew_07182018 http://ew.edweek.org/nxtbooks/epe/ew_06202018 http://ew.edweek.org/nxtbooks/epe/ew_06132018 http://ew.edweek.org/nxtbooks/epe/ew_06062018 http://ew.edweek.org/nxtbooks/epe/ew_05302018 http://ew.edweek.org/nxtbooks/epe/ew_05232018 http://ew.edweek.org/nxtbooks/epe/ew_05162018 http://ew.edweek.org/nxtbooks/epe/ew_05092018 http://ew.edweek.org/nxtbooks/epe/ew_05022018 http://ew.edweek.org/nxtbooks/epe/ew_04252018 http://ew.edweek.org/nxtbooks/epe/ew_04182018 http://ew.edweek.org/nxtbooks/epe/ew_04112018 http://ew.edweek.org/nxtbooks/epe/ew_04042018 http://ew.edweek.org/nxtbooks/epe/ew_03212018 http://ew.edweek.org/nxtbooks/epe/ew_03072018 http://ew.edweek.org/nxtbooks/epe/ew_sr_03072018 http://ew.edweek.org/nxtbooks/epe/ew_02282018 http://ew.edweek.org/nxtbooks/epe/ew_02212018 http://ew.edweek.org/nxtbooks/epe/ew_02142018 http://ew.edweek.org/nxtbooks/epe/ew_02072018 http://ew.edweek.org/nxtbooks/epe/ew_01242018 http://ew.edweek.org/nxtbooks/epe/ew_01172018 http://ew.edweek.org/nxtbooks/epe/ew_01102018 http://ew.edweek.org/nxtbooks/epe/ew_12132017 http://ew.edweek.org/nxtbooks/epe/ew_11292017 http://ew.edweek.org/nxtbooks/epe/ew_11152017 http://ew.edweek.org/nxtbooks/epe/ew_11082017 http://ew.edweek.org/nxtbooks/epe/ew_11012017 http://ew.edweek.org/nxtbooks/epe/ew_10252017 http://ew.edweek.org/nxtbooks/epe/ew_10182017 http://ew.edweek.org/nxtbooks/epe/ew_10112017 http://ew.edweek.org/nxtbooks/epe/ew_10042017 http://ew.edweek.org/nxtbooks/epe/ew_09272017 http://ew.edweek.org/nxtbooks/epe/ew_09202017 http://ew.edweek.org/nxtbooks/epe/ew_09132017 http://ew.edweek.org/nxtbooks/epe/ew_09062017 http://ew.edweek.org/nxtbooks/epe/ew_08302017 http://ew.edweek.org/nxtbooks/epe/ew_08232017 http://ew.edweek.org/nxtbooks/epe/ew_07192017 http://ew.edweek.org/nxtbooks/epe/ew_06212017 http://ew.edweek.org/nxtbooks/epe/ew_06142017 http://ew.edweek.org/nxtbooks/epe/ew_06072017 http://ew.edweek.org/nxtbooks/epe/ew_05312017 http://ew.edweek.org/nxtbooks/epe/ew_05242017 http://ew.edweek.org/nxtbooks/epe/ew_05172017 http://ew.edweek.org/nxtbooks/epe/ew_05102017 http://ew.edweek.org/nxtbooks/epe/ew_04262017specialreport http://ew.edweek.org/nxtbooks/epe/ew_04262017 http://ew.edweek.org/nxtbooks/epe/ew_04192017 http://ew.edweek.org/nxtbooks/epe/ew_04052017 http://ew.edweek.org/nxtbooks/epe/ew_03292017 http://ew.edweek.org/nxtbooks/epe/ew_03222017 http://ew.edweek.org/nxtbooks/epe/ew_03082017 http://ew.edweek.org/nxtbooks/epe/ew_03012017 http://ew.edweek.org/nxtbooks/epe/ew_02222017 http://ew.edweek.org/nxtbooks/epe/ew_02152017 http://ew.edweek.org/nxtbooks/epe/ew_02082017 http://ew.edweek.org/nxtbooks/epe/ew_01252017 http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport http://ew.edweek.org/nxtbooks/epe/ew_01182017 http://ew.edweek.org/nxtbooks/epe/ew_01042017 http://ew.edweek.org/nxtbooks/epe/ew_12142016 http://ew.edweek.org/nxtbooks/epe/ew_12142016v2 http://ew.edweek.org/nxtbooks/epe/ew_11302016 http://ew.edweek.org/nxtbooks/epe/ew_11162016 http://ew.edweek.org/nxtbooks/epe/ew_11092016 http://ew.edweek.org/nxtbooks/epe/ew_11022016 http://ew.edweek.org/nxtbooks/epe/ew_10262016 http://ew.edweek.org/nxtbooks/epe/ew_10192016 http://ew.edweek.org/nxtbooks/epe/ew_10122016 http://ew.edweek.org/nxtbooks/epe/ew_10052016 http://ew.edweek.org/nxtbooks/epe/ew_09282016 http://ew.edweek.org/nxtbooks/epe/ew_09212016 http://ew.edweek.org/nxtbooks/epe/ew_09142016 http://ew.edweek.org/nxtbooks/epe/ew_09072016 http://ew.edweek.org/nxtbooks/epe/ew_08312016 http://ew.edweek.org/nxtbooks/epe/ew_08242016 http://ew.edweek.org/nxtbooks/epe/ew_08032016 http://ew.edweek.org/nxtbooks/epe/ew_08032016 http://ew.edweek.org/nxtbooks/epe/ew_07202016 http://ew.edweek.org/nxtbooks/epe/ew_01112017 http://ew.edweek.org/nxtbooks/epe/ew_06082016 http://ew.edweek.org/nxtbooks/epe/tc_06092016 http://ew.edweek.org/nxtbooks/epe/dc_06022016 http://ew.edweek.org/nxtbooks/epe/ew_06012016 http://ew.edweek.org/nxtbooks/epe/ew_05182016 http://ew.edweek.org/nxtbooks/epe/ew_05112016 http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016 http://ew.edweek.org/nxtbooks/epe/ew_04272016 http://ew.edweek.org/nxtbooks/epe/ew_04202016 http://ew.edweek.org/nxtbooks/epe/ew_04132016 http://ew.edweek.org/nxtbooks/epe/ew_03302016 http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016 http://ew.edweek.org/nxtbooks/epe/ew_03232016 http://ew.edweek.org/nxtbooks/epe/ew_03162016 http://ew.edweek.org/nxtbooks/epe/ew_03092016 http://ew.edweek.org/nxtbooks/epe/ew_02242016 http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016 http://ew.edweek.org/nxtbooks/epe/ew_02172016 http://ew.edweek.org/nxtbooks/epe/ew_02102016 http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016 http://ew.edweek.org/nxtbooks/epe/ew_01272016 http://ew.edweek.org/nxtbooks/epe/ew_01202016 http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016 http://ew.edweek.org/nxtbooks/epe/ew_01132016 http://ew.edweek.org/nxtbooks/epe/qc_01072016 http://ew.edweek.org/nxtbooks/epe/ew_01062016 http://ew.edweek.org/nxtbooks/epe/ew_12092015 http://ew.edweek.org/nxtbooks/epe/ew_12022015 http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015 http://ew.edweek.org/nxtbooks/epe/ew_11112015 http://ew.edweek.org/nxtbooks/epe/ew_11042015 http://ew.edweek.org/nxtbooks/epe/ew_10282015 http://ew.edweek.org/nxtbooks/epe/ew_10212015 http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015 http://ew.edweek.org/nxtbooks/epe/ew_10142015 http://ew.edweek.org/nxtbooks/epe/ew_10072015 http://ew.edweek.org/nxtbooks/epe/ew_09302015 http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015 http://ew.edweek.org/nxtbooks/epe/ew_09232015 http://ew.edweek.org/nxtbooks/epe/ew_09162015 http://ew.edweek.org/nxtbooks/epe/ew_09092015 http://ew.edweek.org/nxtbooks/epe/ew_08262015 http://ew.edweek.org/nxtbooks/epe/ew_08192015 http://ew.edweek.org/nxtbooks/epe/ew_08052015 http://ew.edweek.org/nxtbooks/epe/ew_07082015 http://ew.edweek.org/nxtbooks/epe/ew_06102015 http://ew.edweek.org/nxtbooks/epe/tc_06112015 http://ew.edweek.org/nxtbooks/epe/dc_06042015 http://ew.edweek.org/nxtbooks/epe/ew_06032015 http://ew.edweek.org/nxtbooks/epe/ew_05202015 http://ew.edweek.org/nxtbooks/epe/ew_sr_05132015 http://ew.edweek.org/nxtbooks/epe/ew_05132015 http://ew.edweek.org/nxtbooks/epe/ew_05062015 http://ew.edweek.org/nxtbooks/epe/ew_04222015 http://ew.edweek.org/nxtbooks/epe/ew_sr_04152015 http://ew.edweek.org/nxtbooks/epe/ew_04152015 http://ew.edweek.org/nxtbooks/epe/ew_04012015 http://ew.edweek.org/nxtbooks/epe/ew_03252015 http://ew.edweek.org/nxtbooks/epe/ew_sr_03182015 http://ew.edweek.org/nxtbooks/epe/ew_03182015 http://ew.edweek.org/nxtbooks/epe/ew_03042015 http://ew.edweek.org/nxtbooks/epe/ew_02252015 http://ew.edweek.org/nxtbooks/epe/ew_sr_02252015 http://ew.edweek.org/nxtbooks/epe/ew_sr_02182015 http://ew.edweek.org/nxtbooks/epe/ew_02182015 http://ew.edweek.org/nxtbooks/epe/ew_02042015 http://ew.edweek.org/nxtbooks/epe/ew_01282015 http://ew.edweek.org/nxtbooks/epe/ew_01212015 http://ew.edweek.org/nxtbooks/epe/ew_sr_01212015 http://ew.edweek.org/nxtbooks/epe/ew_01142015 http://ew.edweek.org/nxtbooks/epe/qc_01082015 http://ew.edweek.org/nxtbooks/epe/ew_01072015 http://ew.edweek.org/nxtbooks/epe/ew_12102014 http://ew.edweek.org/nxtbooks/epe/ew_12032014 http://ew.edweek.org/nxtbooks/epe/ew_11122014 http://ew.edweek.org/nxtbooks/epe/ew_sr_11122014 http://ew.edweek.org/nxtbooks/epe/ew_11052014 http://ew.edweek.org/nxtbooks/epe/ew_10292014 http://ew.edweek.org/nxtbooks/epe/ew_10222014 http://ew.edweek.org/nxtbooks/epe/ew_sr_10222014 http://ew.edweek.org/nxtbooks/epe/ew_10152014 http://ew.edweek.org/nxtbooks/epe/ew_10082014 http://ew.edweek.org/nxtbooks/epe/ew_sr_10012014 http://ew.edweek.org/nxtbooks/epe/ew_10012014 http://ew.edweek.org/nxtbooks/epe/ew_09242014 http://ew.edweek.org/nxtbooks/epe/ew_09172014 http://ew.edweek.org/nxtbooks/epe/ew_09102014 http://ew.edweek.org/nxtbooks/epe/ew_08272014 http://ew.edweek.org/nxtbooks/epe/ew_08202014 http://ew.edweek.org/nxtbooks/epe/ew_sr_08202014 http://ew.edweek.org/nxtbooks/epe/ew_08062014 http://ew.edweek.org/nxtbooks/epe/ew_07092014 http://ew.edweek.org/nxtbooks/epe/ew_06112014_v2 http://ew.edweek.org/nxtbooks/epe/ew_06112014 http://ew.edweek.org/nxtbooks/epe/dc_06052014 http://ew.edweek.org/nxtbooks/epe/ew_06042014 http://ew.edweek.org/nxtbooks/epe/ew_05212014 http://ew.edweek.org/nxtbooks/epe/ew_05142014 http://ew.edweek.org/nxtbooks/epe/ew_05072014 http://ew.edweek.org/nxtbooks/epe/ew_sr_04232014 http://ew.edweek.org/nxtbooks/epe/ew_04232014 http://ew.edweek.org/nxtbooks/epe/ew_04162014 http://ew.edweek.org/nxtbooks/epe/ew_04022014 http://ew.edweek.org/nxtbooks/epe/ew_03262014 http://ew.edweek.org/nxtbooks/epe/tc_20140313 http://ew.edweek.org/nxtbooks/epe/ew_03122014 http://ew.edweek.org/nxtbooks/epe/ew_sr_03052014 http://ew.edweek.org/nxtbooks/epe/ew_03052014 http://ew.edweek.org/nxtbooks/epe/ew_02262014 http://ew.edweek.org/nxtbooks/epe/ew_sr_02192014 http://ew.edweek.org/nxtbooks/epe/ew_02192014 http://ew.edweek.org/nxtbooks/epe/ew_01292014_v2 http://ew.edweek.org/nxtbooks/epe/ew_02052014 http://ew.edweek.org/nxtbooks/epe/ew_01292014 http://ew.edweek.org/nxtbooks/epe/ew_01222014 http://ew.edweek.org/nxtbooks/epe/ew_01152014 http://ew.edweek.org/nxtbooks/epe/qc_01092014 http://ew.edweek.org/nxtbooks/epe/ew_01082014 http://ew.edweek.org/nxtbooks/epe/ew_12112013 http://ew.edweek.org/nxtbooks/epe/ew_12042013 http://ew.edweek.org/nxtbooks/epe/ew_11132013 http://ew.edweek.org/nxtbooks/epe/ew_11062013 http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013 http://ew.edweek.org/nxtbooks/epe/ew_10302013 http://ew.edweek.org/nxtbooks/epe/ew_10232013 http://ew.edweek.org/nxtbooks/epe/ew_10162013 http://ew.edweek.org/nxtbooks/epe/ew_10092013 http://ew.edweek.org/nxtbooks/epe/ew_sr_10022013 http://ew.edweek.org/nxtbooks/epe/ew_10022013 http://ew.edweek.org/nxtbooks/epe/ew_09252013 http://ew.edweek.org/nxtbooks/epe/ew_09182013 http://ew.edweek.org/nxtbooks/epe/ew_09112013 http://ew.edweek.org/nxtbooks/epe/ew_08282013 http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013 http://ew.edweek.org/nxtbooks/epe/ew_08212013 http://ew.edweek.org/nxtbooks/epe/ew_08072013 http://ew.edweek.org/nxtbooks/epe/ew_07102013 http://ew.edweek.org/nxtbooks/epe/ew_06122013 http://ew.edweek.org/nxtbooks/epe/dc_06062013 http://ew.edweek.org/nxtbooks/epe/ew_06052013 http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013 http://ew.edweek.org/nxtbooks/epe/ew_05222013 http://ew.edweek.org/nxtbooks/epe/ew_05152013 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