Policy and Reform in Education

Education Shortcomings

2006-10-06T07:12:00.000-07:00

Educators should focus intensely on two primary conditions of learning. These two conditions are spelled out in the IOM/NRC report Engaging Schools. They are further explored in much more detail in the work of Deci and Ryan in their theory of self-determination and by Klem and Connell in their work on student engagement within the context of school reform. Reforms in schools designed to increase student achievement should focus on: 1) Dramatically enhancing the personalization of learning for students. The learning environment must be one that suggests to youth that there are adults who know and care about them in school, that the environment provides continuity and that positive faculty-student relationships are fostered, enhanced and long-term. Secondly, schools must focus like a laser on the quality of instruction by creating a shared vision and language around the most important dimensions of instruction: 1) engaging all students in learning---so they are active contributors to their learning; 2) aligning instructional materials and activities to important benchmarks and standards; and 3) increasing the rigor of student work, setting high expectations for all students, and creating learning opportunities that challenge all students.

YDEA President and Senior Managing Consultant

2006-04-18T11:32:00.000-07:00

Education Policy and Stories of Success in Ed Reform

2006-04-17T12:29:00.000-07:00

The Youth Development Evaluation Alliance (www.youtheval.org), a collection of experienced educators, researchers and former public school district administrators, is pleased to provide this forum for meaningful dialogue about the current education policy climate with a particular focus on systemic change in public schools.

Our individual experience spans decades of working in and with public schools. We have worked as teachers experiencing the challenges of reform, district administrators trying to bring about change in classrooms, foundation associates funding reform, and technical assistance providers working in partnership with schools to make change happen. The work is extraordinarily hard...challenging and raising questions about the foundational beliefs, assumptions, behaviors and attitudes of a system---the culture of schools and schooling. Our work has taken us from the fundamentally flawed experience of desegregation in our Nation's most costly failed effort to reverse the vestages of segregation to standards-based reform in districts across the United States. While the intent of desegregation was on track---the way it was implemented in most districts was flawed and severely misunderstood. We have seen how reform can succeed and how it can lead to further decay and institutionalization of low expectations for teachers and youth.

We hope to reflect on our experiences, our findings, and provide a safe place for you to express your thoughts and experiences. Our next posting will focus on understanding the intent of school change---the policy stance and the implementation side of the equation, as well the reality of reform---from multiple perspectives.