Education Week - September 24, 2014 - 1

Education WEEk
AMERICAN EDUCATION'S NEWSPAPER OF RECORD * © 2014 Editorial Projects in Education * $4
Clarion Call
By Stephen Sawchuk
The concept underpinning teacher due
process is simple: Teachers should have the
right to hear and contest charges against
them before they lose their jobs.
The reality of the laws governing those
processes, though, is frequently far more
complicated, a review of state due process
laws shows. Among other things, they differ
in the forum prescribed for such hearings,
the timeline for completing them, and the
kinds of evidence that can be introduced.
Obscure and often ill-understood, such
President George H.W. Bush, U.S. Secretary of Education Lauro F. Cavazos, center, Iowa Gov. Terry Branstad, right, and Arkansas Gov. Bill
Clinton, behind right, arrive for ceremonies concluding Mr. Bush's 1989 education summit with state governors in Charlottesville, Va.
1989 Education Summit Casts Long Shadow
Historic Sit-Down Propelled National Drive for Standards-Based Accountability
By Alyson Klein
Twenty-five years ago this month, President
George H.W. Bush and the nation's governors
took an unprecedented step that poured political
accelerant on the nascent movement
for standards-based education reform: They
proclaimed that the country needed to set educational
goals on issues ranging from earlychildhood
education to adult literacy, and to
hold itself accountable-somehow-for meeting
them.
That agreement was forged during a two-day
summit in Charlottesville, Va., that brought
the White House together with the chief executives
of nearly every state to discuss a single
policy issue, for only the third time in American
history.
The Sept. 27-28, 1989, gathering at the University
of Virginia concluded in a haze of bipartisan
camaraderie with Mr. Bush commending
his future presidential opponent, Arkansas Gov.
Bill Clinton, for his role in helping bring about
consensus.
But big questions loomed amid the fanfare:
Exactly what should those education
goals be, and what steps should the federal
government and states take to reach them?
Who should foot the bill for any new policies
directed at the goals? And, perhaps most
important: How should the nation measure
progress toward the goals, and who was best
positioned to do that measurement?
Two and a half decades, four presidential
administrations, and countless laws and
marquee initiatives later, educators and policymakers
are still searching for the answers.
Questions remain even as a majority of states
have taken concrete and sometimes controversial
steps to realize the vision that emerged
from the summit.
"It was a very optimistic time: We really
thought, as governors, that we could really make
a difference, and we could do it over a relatively
short period of time. The White House was right
with us," said Thomas H. Kean, an early leader
in the standards movement who took part in the
PAGE 18 >
details are nevertheless the ones with
which advocates, teachers' unions, and
others will need to grapple in the wake of
a surge of interest in revamping teachers'
job protections, one of the fallouts of the
Vergara v. California decision.
That June ruling-since appealed by both
the state and its teachers' unions-declared
in part that the Golden State's due process
rules for dismissing poorly performing
teachers, as currently structured, impinged
on vulnerable students' constitutional
rights to a quality education.
In essence, the debate over due process
amounts to this: Do current laws appropriately
balance expediency with the fairPAGE
14 >
VOL. 34, NO. 5 * SEPTEMBER 24, 2014
edweek.org: BREAKING NEWS DAILY
Laws Varied
For Teachers'
Due Process
Complicated Systems Exist
For Educator Job Protections
Discipline Debates
Center on Terms
Such as 'Defiance'
By Evie Blad
As school districts around the country have
revised their discipline codes, many are zeroing
in on limiting or eliminating the ability to
suspend students for broad offenses like "willful
defiance" and "disruption."
Will Common-Core Testing Platforms Impede Math Tasks?
By Liana Heitin
As two state consortia work to finish new
assessments aligned with the Common Core
State Standards, some mathematics experts
say they're worried that the computer-based
testing platforms will hamper a key element
of the exams: open-ended math-performance
tasks that test students' ability to apply their
knowledge.
Unlike previous state assessments, those
being developed by the two federally funded
consortia will include complex, multipart word
problems that students will answer on screen.
While some of those questions will provide builtin
tools that allow students to put points on a
graph or draw lines on a ready-made picture,
other questions will ask them to write their answers
in narrative form, using a keyboard.
Some experts contend that forcing students
to write a solution doesn't match the expectations
of the common-core math standards,
which ask students to model mathematics
using diagrams, graphs, and flowcharts,
among other means.
"It's not like, during the year in classrooms,
these kids are solving these problems on the
computer," said David Foster, the executive director
of the Morgan Hill, Calif.-based Silicon
Valley Mathematics Initiative, which provides
professional development for math teachers,
creates assessments, and has worked with
both consortia. "It's such an artificial idea that
now it's test time, so you have to solve these
problems on computers."
But experts with the two state consortia-
the Partnership for Assessment of Readiness
for College and Careers, or parcc, and
PAGE 12 >
Those offenses are often poorly defined
and open to varying interpretations of
teachers and principals, leaving schools
susceptible to meting out inconsistent and
overly harsh discipline, school climate researchers
say.
And such infractions are often heavy
contributors to disparate discipline rates
for some students, particularly those in racial
and ethnic minority groups, researchers
say, adding that such rules have been
used to flag behavior as minor as talking in
the hall or violating a school's dress code.
The move to rethink broad infractions
is often part of greater plans to rework
discipline.
In first-of-its-kind civil rights guidance
PAGE 11 >
Doug Mills/AP-File
http://www.edweek.org

Education Week - September 24, 2014

Table of Contents for the Digital Edition of Education Week - September 24, 2014

Contents
Education Week - September 24, 2014 - 1
Education Week - September 24, 2014 - 2
Education Week - September 24, 2014 - Contents
Education Week - September 24, 2014 - 4
Education Week - September 24, 2014 - 5
Education Week - September 24, 2014 - 6
Education Week - September 24, 2014 - 7
Education Week - September 24, 2014 - 8
Education Week - September 24, 2014 - 9
Education Week - September 24, 2014 - 10
Education Week - September 24, 2014 - 11
Education Week - September 24, 2014 - 12
Education Week - September 24, 2014 - 13
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Education Week - September 24, 2014 - 15
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Education Week - September 24, 2014 - 18
Education Week - September 24, 2014 - 19
Education Week - September 24, 2014 - 20
Education Week - September 24, 2014 - 21
Education Week - September 24, 2014 - 22
Education Week - September 24, 2014 - 23
Education Week - September 24, 2014 - 24
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Education Week - September 24, 2014 - 26
Education Week - September 24, 2014 - 27
Education Week - September 24, 2014 - 28
Education Week - September 24, 2014 - Cover1
Education Week - September 24, 2014 - Cover2
Education Week - September 24, 2014 - Cover3
Education Week - September 24, 2014 - Cover4
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