Posted by Amanda Karhuse at 07:29 AM | Permalink | Comments (0) | TrackBacks (0)

Have you had to address a teacher about inappropriate content in his/her online profile?
Final results

46% Yes
54% No

Total Votes: 152

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Probably more clueless than careless, many young teachers are entering the ranks of professional life and failing to consider how their collegiate online profiles continue to follow them. A Washington Post article highlights the issue and offers an anecdote of one administrator who reviews the teacher candidate's Facebook profile with the candidate during an interview.

The words of one young teacher probably sums it up best: "I never thought about parents and students seeing [my Facebook profile]." And more and more principals are making it their jobs to get teachers to think about it. This poll is now closed, but we invite you to leave your comments on the results below.

Posted by Bob Farrace at 03:18 PM | Permalink | Comments (1) | TrackBacks (0)

Twenty five years ago A Nation at Risk sought to change the course of education in the United States. Today, while some gains have been made, there is still far to go to meet the challenges outlined in the 1983 report.

As one example, while 9 and 13-year-olds have made steady gains in math since the 1970s, reading scores for 9, 13, and 17-year-olds have remained essentially unchanged for over 20 years, according to long-term trend data for the National Assessment of Educational Progress, also known as the “Nation’s Report Card”. 

In 2002, the No Child Left Behind Act (NCLB) sought to draw attention to and remedy this stagnant achievement by requiring schools to disaggregate student achievement data to pinpoint which students were succeeding, and which needed additional help. Yet six years after NCLB was enacted, the achievement gap remains, and many of the “Indicators of Risk” documented in A Nation at Risk, such as the need for remedial education for some college students and low U.S. rankings on international comparison tests, are still present, prompting us to ponder the question: what have we missed?

The 1983 report itself answered that question when it stated,

Our society and its educational institutions seem to have lost sight of the basic purposes of schooling, and of the high expectations and disciplined effort needed to attain them. … That we have compromised this commitment is, upon reflection, hardly surprising, given the multitude of often conflicting demands we have placed on our Nation’s schools and colleges. They are routinely called on to provide solutions to personal, social, and political problems that the home and other institutions either will not or cannot resolve. We must understand that these demands on our schools and colleges often exact an educational cost as well as a financial one.

Public schools have unfairly taken the blame for the ills of the society that surrounds them. Unless this changes, 25 years from now, we will be pondering the same question of why students are not always adequately prepared for the challenges that await them in college and the workforce. And by then, it may truly be too late.

There is reason to be hopeful however. By encouraging states to adopt national standards, Congress and the president can make significant inroads in the reform movement. By appointing an independent, diverse group of researchers, practitioners, advocates, and experts, to develop a set of common standards and authentic, reliable assessments beginning with Language Arts and mathematics in grades K-12, the federal government can help increase transparency in cross state comparisons while simultaneously providing more equal educational opportunities for all children.

As the reauthorization of the Elementary and Secondary Education Act looms, NASSP is hopeful that Congress, the president, states, advocacy groups, and educators will all work together to enact education reforms that build on the lessons learned from previous efforts, and which heed the warnings of A Nation at Risk so that all students are prepared to success in college and the 21st century workforce.

Posted by Mark Ames, NASSP Gov't Relations Mgr at 10:38 AM | Permalink | Comments (0) | TrackBacks (0)

Do mainstream media generally treat schools fairly?
Final results

  1%  Always
  9%  Most of the time
40%  They get it right about half the time
49%  Usually not
  2%  Never

Total Votes: 129

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A new survey by the National School Board Association has found that parents who rely heavily on newspapers for their news have more negative views of school safety, teacher quality, and academic success than those of parents who get their information elsewhere. One example finds that 85% of parents who rely on their children as a primary source of information on the schools agree that "teachers care about their child’s success"—yet only 57% of parents who rely on newspapers agree with the same statement.

School leaders will find these data pretty frustrating, especially as principals are often the ones who find themselves in front of the camera or in print. So how bad is it really. This poll is now closed but we invite you to leave your comments on media treatment of schools below.

Posted by Bob Farrace at 02:39 PM | Permalink | Comments (0) | TrackBacks (0)

Algebra is the gateway to success in college and the workforce, and the path to algebra is through mastery of whole numbers, geometry, and fractions, concluded the recently issued Final Report of the National Mathematics Panel. The panel was created by President Bush in 2006 to examine scientific evidence of how to improve math teaching and learning.

The key, the panel said, lies in the early grades. “The mathematics that children learn from preschool through the middle grades provides the basic foundation for Algebra and more advanced coursework.” As a result, students need a structured curriculum that progresses through the grades, and allows students to gain proficiency in basic math concepts before moving on to more complex ones, while avoiding reintroducing topics learned at earlier grade levels, the report continued.

Like NASSP’s own guide to improving math achievement, Making the Mathematics Curriculum Count: A Guide for Middle and High School Principals, the panel recommends increasing teacher collaboration and aligning the mathematics curriculum vertically throughout the grades, as well as targeting interventions for struggling students.

“The school administrator must provide many opportunities for the mathematics faculty to begin the conversation about mathematics rigor and what it looks like in the classroom.”(p.57). Judith Richardson, principal author of Making the Mathematics Curriculum Count, agrees that teacher behaviors in an academically rigorous classroom, student behaviors, and instructional goals need to be framed and developed by the department. “Faculty must focus on three requisite areas of an effective mathematics classroom: high standards and high expectations, effective instructional delivery and assessment, and support resources for student and teachers.”

There is no doubt that mastery of basic mathematical concepts is a prerequisite for achieving proficiency in more advanced material; however, investments made in the elementary and middle grades must continue in high school with sequentially challenging mathematics courses for all students – an area in which the report is conspicuously silent.

Moreover, while the report acknowledges that students do not always fully grasp the value of math course work and its relevance to postsecondary success, the report does not provide any recommendations for further engaging students. A potential solution to this lies in integrating math concepts in multiple, non-math classes across the curriculum. Examples of this may include: calculating player statistics in physical education, summarizing data and predicting outcomes in science class, using graphic organizers in English, and making and reading graphs and charts in social studies.

According to Judith Richardson, “highly qualified secondary teachers of all disciplines must reinforce in their classrooms mathematics standards utilized in their own curriculum content.”

Another potential solution for addressing this problem can be found by examining the culture of learning that exists in a given school and community, particularly around mathematics.

“In many homes, schools, and communities, mathematics is viewed as an intellectual sieve, preparing top students for academic endeavors, and is not seen as a life skill whose application is required of all students in successful real-life situations,” explains NASSP’s mathematics guide. “The current attitudes of acceptance regarding the characteristics of the limited number of students who are successful in mathematics and allowed to enroll in accelerated mathematics courses clearly indicate a need for a culture change for many parents and community members, as well as some staff members,” the guide continues.

Success in changing school and community attitudes towards mathematics requires considerable effort by the school principal and other stakeholders. NASSP’s mathematics guide provides an in-depth analysis of the steps necessary for change, which include: developing a shared, clearly articulated vision of mathematical excellence for the school, ensuring that teachers and other staff possess the skills necessary to implement the vision, providing incentives that are valued by the stakeholders for following the vision of change, providing the resources necessary to implement the vision, and developing and monitoring an action plan that incorporates all of the change elements.

Although the Math Panel’s report and recommendations do not address the full range of elements necessary for improving student mathematics achievement, the panel does add to the growing body of research highlighting the need for increased teacher collaboration and preparation throughout the grade levels.  The recommended addition of a certified mathematics teacher(s) in the elementary schools and increased certification of mathematics teachers in the middle schools will certainly go a long way in improving the understanding of mathematics curriculum in the high schools.  All teachers prepared and focused on increased mathematics rigor in the classroom, will provide more opportunities for increased student success in mathematics… a position which NASSP strongly supports.  

As a follow-up to the panel’s report, U.S. Education Secretary Margaret Spellings plans to convene a national summit based on the panel’s recommendations and to seek the input of national organizations.

Posted by Mark Ames, NASSP Gov't Relations Mgr at 08:19 AM | Permalink | Comments (3) | TrackBacks (0)

Approximately 5,000 of America’s 100,000 public schools are on track for restructuring under the No Child Left Behind Act (NCLB) by the 2009 – 10 school year, according to The Turnaround Challenge, a new report by the Mass Insight Education and Research Institute.

Schools entering the planning phase of restructuring have missed adequate yearly progress (AYP) for five consecutive years, and if AYP is missed for a sixth consecutive year, a district must take one of several drastic measures, including: replacing the school principal and other staff who are relevant to the school missing AYP; reopening the school as a public charter school; entering into a contract with a private management company with a demonstrated record of effectiveness, to operate the school; or state takeover of the school. The district may also implement “any other major restructuring of the school’s governance arrangement that makes fundamental reforms, such as significant changes in the school’s staffing and governance, to improve student academic achievement in the school and that has substantial promise of enabling the school to make adequate yearly progress.”

How do we turn around these chronically low-performing schools when past reform efforts have simply not worked? The answer, some researchers and educators are saying, can be found through innovation and entrepreneurship. Specifically, researchers at Mass Insight say that we should be looking at what practices high-performing, high-poverty (HPHP) schools have engaged in to achieve success in the face of formidable obstacles, and then attempt to replicate those same practices in other schools with similar characteristics.

In fact, for the last 5 years, NASSP has been identifying and recognizing schools that have implemented innovative programs to dramatically improve student achievement through the Breakthrough Schools Program.  According to Judith Richardson, Associate Director of School Improvement, “NASSP in partnership with MetLife Foundation is identifying schools serving large numbers of economically disadvantaged students but have demonstrated academic growth for all student groups.  These middle and high school level Breakthrough schools exemplify strategies and programs that principals can use to dramatically improve student achievement.”  

In an attempt to do just this, the authors of The Turnaround Challenge analyzed the intervention efforts of HPHP schools in ten states and four districts, and found nine strategies these schools have used to improve student achievement. These strategies are:

1) Safety, discipline, and engagement: Students feel secure and inspired to learn
2) Action against adversity: Schools directly address their students’ poverty-driven deficits
3) Close student-adult relationships: Students have positive and enduring mentor/teacher relationships
4) Shared responsibility for achievement: Staff feel deep accountability and a missionary zeal for student achievement
5) Personalization of instruction: Individualized teaching based on diagnostic assessment and adjustment time on task
6) Professional teaching culture: Continuous improvement through collaboration and job-embedded learning
7) Resource authority: School leaders can make mission-driven decisions regarding people, time, money, and program
8) Resource ingenuity: Leaders are adept at securing additional resources and leveraging partner relationships
9) Agility in the face of turbulence: Leaders, teachers, and systems are flexible and intervene in responding to constant unrest.

These strategies may seem familiar to NASSP members, as we have been advocating for many of them since 1996 through our Breaking Ranks publications and trainings.

Rather than merely replacing staff, NASSP recommends that improved student performance results when the following elements are combined in a school and community: collaborative leadership and the establishment of professional learning communities; personalization of the school environment; and building on personalized learning by connecting high expectations with rigorous curriculum, instruction, and assessments to empower students to take charge of their own continuous learning and development. NASSP details 7 Cornerstone implementation strategies (high school) or 9 Cornerstone implementation strategies (middle level) for leading effective school reform. For more information on NASSP’s Breaking Ranks series and other professional development opportunities, visit http://www.principals.org/s_nassp/sec_inside.asp?CID=1162&DID=54968.

The Turnaround Challenge argues that schools in the restructuring phase “are like organisms that have built immunity, over years of attempted intervention, to the ‘medicine’ of incremental reform. Low-expectation culture, reform-fatigued faculty, high-percentage staff turnover, inadequate leadership, and insufficient authority for fundamental change all contribute to the general lack of success.” As a result, dramatic change is needed. True turnaround efforts, the report explains, should produce significant achievement gains within two years, and position the school for further gains in the years to come.

To achieve such success, the report notes, schools and districts need to make use of the nine strategies outlined above, and suggests the creation of a “state turnaround agency” to coordinate and target reform efforts of nonprofits, businesses, institutes of higher education, and other stakeholders in districts and states. Because the report found that many of the HPHP schools are public charters, its authors also suggest that states may also want to consider creating special “turnaround zones” with charter-like authority, including greater administrator control over staff, scheduling, curriculum, and budget decisions.

As states and districts struggle to find ways to improve student achievement in chronically underperforming schools, the report provides a starting point for school leaders who are principally charged with turnaround efforts in their schools and an assessment guide that evaluates strategies currently in place. Principals and other school leaders may also want to explore the questionnaires and self assessments contained in NASSP’s own Breaking Ranks guides for middle level and high school reform, as well as our guides for improving schoolwide numeracy, and creating a culture of literacy. These publications can be accessed at http://www.principals.org/s_nassp/sec_inside.asp?CID=1162&DID=54968. NASSP’s Leadership Skills Assessment can also be found at http://www.principals.org/s_nassp/sec_inside.asp?CID=39&DID=39.

Posted by Mark Ames, NASSP Gov't Relations Mgr at 08:46 AM | Permalink | Comments (1) | TrackBacks (0)

There are nearly 6.2 million total students eligible for school choice under the No Child Left Behind Act (NCLB), yet only about 1% of these students participated in the program during the 2003 – 04 school year, and only 17% of the 1.8 million total students eligible for supplemental educational services (SES) participated in the program during that same timeframe, according to a newly-issued report by the U.S. Department of Education (ED).

Schools that miss adequate yearly progress (AYP) under NCLB for two or more years are required to offer parents the option of transferring their child to another public school in the district. Schools that miss AYP for three or more years are also required to offer free SES to all enrolled low-income students.

The study found that while 70% of districts required to offer school choice to elementary students reported doing so, only 20% of middle school students participated, and only 17% of high school students participated. The reason most districts gave for these lower rates was that all schools at that grade level were identified for improvement under NCLB, and as a result, there were no schools available to send the students to.

Communicating with parents remains a problem, and may contribute to low participation rates in school choice and SES, according to the study. The study found that 29% of those districts required to offer school choice notified parents of their child’s eligibility before the beginning of the 2004 – 05 school year, and in a survey of eight urban districts, only 53% of parents with children eligible for SES reported having been notified of their child’s eligibility, despite all eight districts providing proof that such notifications were sent out.

The findings of this report are in line with the results of several previous reports on SES and school choice. The “report offers a disappointing glimpse into the hurdles that parents are often forced to overcome to take advantage of the law’s promise,” said Rep. Howard P. “Buck” McKeon (R-CA), ranking member of the House Education and Labor Committee. The “report echoes earlier findings from the Government Accountability Office (GAO) and others showing that too many parents are being denied access to timely, useful information on their options under NCLB. As a result, students are not benefiting from the full availability of these services,” McKeon continued.

In an attempt to address these concerns, and increase parental awareness of SES, McKeon introduced the Improving Supplemental Education by Ensuring Parental Awareness Act (H.R. 2203) in 2007. This bill would allow students to participate in free SES after their school misses AYP for two consecutive years, as opposed to waiting the current three, and would require districts to document that parents of eligible students are aware that SES options exists, or have policies in place that have been shown to increase participation in SES programs. The bill would also require any unused SES funds to roll-over into an SES account that would be used during the following school year. Currently, any SES funds not used by a school district at the conclusion of a school year go back to the district, and can be used for another purpose.

Despite the desire among some to increase the availability of SES programs, the quality of these programs has remained an issue of concern among policymakers and educators alike. The recent study by ED found that 19% of SES providers reported having no contact with classroom teachers, while 70% of providers reported having communicated with classroom teachers at least a few times per year.

In light of such findings, and with spending on SES estimated at $192 million in 2003 – 04 alone, one might conclude that funding for school choice and SES programs might better be spent elsewhere.

In response to ED’s 2007 release of a guide designed to improve the use of school choice and SES entitled, Giving Parents Options: Strategies for Informing Parents and Implementing Public School Choice and Supplemental Educational Services Under No Child Left Behind, NASSP Executive Director Gerald N. Tirozzi released the following statement, which may also be applied to ED’s most recent report on school choice and SES:

“Based on the lack of student participation, NASSP questions the effectiveness of SES programs. We urge principals to use their school's data to focus school improvement efforts on professional development to create change that benefits all students.”

Posted by Mark Ames, NASSP Gov't Relations Mgr at 08:41 AM | Permalink | Comments (0) | TrackBacks (0)

Should schools require all students to take AP or IB courses and exams?
Final results

25% Yes, all students need this kind of preparation
75% No, the material is way over some students' heads

Total Votes: 150

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Educators agree that all students should be exposed to a rigorous academic program, but the debate rages on about how to provide that rigor, especially to students from traditionally low-performing populations. A few news items from the past week highlight one element of that debate: the value of requiring all students to take challenging tests such as those offered in the AP and IB programs.

At Bell Multicultural High School in DC, principal Maria Tukeva requires all students to take the AP English battery, which--although scores do not reveal high levels of mastery--exposes all students to the kind of rigorous work they should expect to see in college, some educators argue. The belief is the foundation of Newsweek magazine's Challenge Index, a annual ranking of high schools based exclusively on the ratio of students-to-AP/IB exams taken. But another camp of educators find that such exposure forces some students to deal with material that is way over their heads, frustrating them rather than motivating them.

Principals certainly have opinions about the best way to infuse rigor into the curriculum for all students, and we'd like to hear them. This poll is now closed, but please leave your comments on the results below.

Posted by Bob Farrace at 11:02 AM | Permalink | Comments (2) | TrackBacks (0)

Legislation introduced in the U.S. House of Representatives this week would provide schools with the resources and support they need to create robust emergency preparedness plans in case of a terrorist attack or national disaster.

The Schools Empowered to Respond Act (H.R. 5766) would establish an Office of National School Preparedness and Response within the Department of Homeland Security to create training materials for elementary, secondary, and postsecondary teachers and school personnel; ensure that school district emergency management plans are consistent with federally recommended practices; and involve school personnel in the planning and execution of terrorism response plans.

The bill would also allow grantees receiving funds under the Law Enforcement Terrorism Prevention Program to enhance school preparedness, including the development of school security plans, the implementation staff development days to develop emergency plans and train and drill plans with appropriate staff, and the purchase of communications equipment vital for executing school security or school transportation security plans. In addition, school resource officers would be considered “emergency response providers” and receive appropriate training to respond to terrorist attacks or natural disasters.

“As a child, I would practice getting under my school desk to prepare for a nuclear attack. Today, we know that there is more to emergency preparedness than simple measures like ‘duck-and-cover,’” said the bill’s sponsor, Rep. Bob Etheridge (D-NC). “Today, just as our Federal, state, and local governments have become more aware of risks, schools must be prepared for natural disasters, targeted acts of violence, and other emergencies. Robust, realistic planning and training is critical to ensure those who we entrust with our children’s safety for the majority of the day are ready to respond.”

NASSP strongly supports the Schools Empowered to Respond Act, which will help schools develop their crisis plans as required now by most states and ensure that school personnel receive vital training in responding to terrorist attacks and natural disasters. The bill is also supported by the American Association of School Administrators, the National Association of School Resource Officers, and the National School Boards Association.

Posted by Amanda Karhuse at 09:29 AM | Permalink | Comments (1) | TrackBacks (0)

The National Association of Secondary School Principals (NASSP), in cooperation with the National Association of Elementary School Principals (NAESP), officially launched the National Elementary Honor Society™ (NEHS) on Monday, April 7th. The new program will help schools give students in grades 4-6 national recognition for their accomplishments.

NEHS is designed to recognize the accomplishments and academic achievements of the whole child—including the ability to be a responsible student at school, at home and in the community.  The program is also designed to foster leadership development and to encourage the participation of elementary-aged students in service activities. “The National Honor Society and the National Junior Honor Society have done a tremendous job of giving outstanding students the recognition they deserve for excellence in some of the most important aspects of their lives. We are confident that the National Elementary Honor Society will enrich the education and the educational experience of younger students as well,” stated NASSP Executive Director Gerald N. Tirozzi.

“Whole child development is imperative for our schools to be effective,” said NAESP Executive Director Gail Connelly. “The National Elementary Honor Society is a great way for schools to focus on this development and to recognize our young students for their accomplishments in leadership and service. We are excited about providing schools with the opportunity to participate in such a prestigious program and to help develop our nation’s future leaders.”

The Honor Society network is one of the most time-honored and well-respected student recognition and service programs in the country. NHS and NJHS have a combined membership of more than 1 million students represented in the 50 states, the District of Columbia, Puerto Rico and Guam—in addition to more than 536 chapters overseas. Currently, students in grade 6 can become members of NJHS in the second semester of a school year, but NEHS would expand their ability to participate in an Honor Society program for an entire school year.  Any school containing grades 4-6 can establish an NEHS chapter. NASSP is in the process of taking applications from schools which will be designated as “Founding Chapters if they are established before June 30, 2009.

For more information on NEHS, visit www.nehs.org where you will find a list of Frequently Asked Questions with answers for school administrators, students, parents and the general public. Updates on the progress of the organization will be released throughout the year.

Posted by Shana Kemp at 10:51 AM | Permalink | Comments (0) | TrackBacks (0)

Can "looping" (keeping teachers with students for more than one year) help personalize high schools?

Final results
83% Yes
17% No

Total Votes: 137

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Looping--the practice of keeping students with the same teachers for several years--has long been a practice in middle schools, but how would at work at the high school level? A recent ABC News item offers part of an answer. Clover Park High School in Lakewood, WA, has seen its graduation rate nearly double in the past few years--a phenomenon the principal John Seaton attributes in large part to a restructuring that keeps students with the same teachers for four years. "You've got a relationship that is so tight with those kids that they're willing to share their life with you," Seaton says in the article.

File this under "Breaking Ranks in Action." Central to Breaking Ranks reform is personalization--a fundamental tenet that (to paraphrase Ted Sizer) we must know students well if we are to teach them well.

Can the practice of looping at Clover Park be replicated in other high schools? This poll is now closed, but we invite you to leave your comments on the results below.

Posted by Bob Farrace at 02:04 PM | Permalink | Comments (1) | TrackBacks (0)

In recent years, principals and their schools have felt the overly negative effects of federal education law. But while NASSP has worked hard to influence the current debate on education policy, we cannot do it alone!

NASSP has created a Federal Grassroots Network made up of NASSP members who have or are willing to foster close relationships with their members of Congress to inform them of how policies they create in Washington impact education in their districts and states.

Responsibilities for membership in this network include meeting with members of Congress at least once yearly, and participating in quarterly Web or telephone-based conferences during which: 1) Network members will share information on notable state and local education initiatives and legislative developments that have the potential to affect federal policy efforts; 2) NASSP will provide updates to Network members on federal legislative activity; 3) Network members will brainstorm with NASSP staff regarding new strategies for targeting key members of Congress and moving federal legislation forward. From these quarterly conversations, the NASSP Executive Office and Office of Government and Public Relations will devise and disseminate to Network members updated strategies for advancing federal initiatives.

As part of this Network, members will enhance their knowledge and understanding of federal legislative issues and how they affect schools. This knowledge will assist them in ongoing efforts to develop personal leadership skills, and as an added benefit, allow them to develop a professional relationship with their elected officials in Washington, DC.

The most powerful advocates in federal policy are constituents, and this is an exciting opportunity for NASSP members to influence education legislation on a large scale. Please join us by lending your voice and special connections to improving the lives of America’s children!

Any NASSP member who would like to join the Federal Grassroots Network should complete the Web-based reply form at www.principals.org/grassroots. Questions or comments should be directed to the NASSP Office of Government or Public Relations at 703-860-0200.

Posted by Mark Ames, NASSP Gov't Relations Mgr at 08:14 AM | Permalink | Comments (0) | TrackBacks (0)

A national high school graduation rate will soon be on its way, announced U.S. Education Secretary Margaret Spellings at an April 1 press conference.

The announcement comes on the heels of reports that varying state calculations may be obscuring actual overall graduation rates.

“One reason that the high school dropout crisis is known as the ‘silent epidemic’ is that the problem is frequently masked or minimized by inconsistent and opaque data reporting systems,” Spellings said.

“In the coming weeks, I will take administrative steps to ensure that all states use the same formula to calculate how many students graduate from high school on time, and how many drop out. In addition, we will make this data public so that people nationwide can compare how students of every race, background, and income level are performing” Spellings continued.

The administration has yet to announce how this new graduation rate will be calculated, however Spellings hinted that the graduation rate contained in a 2005 compact signed by all 50 governors of the National Governors Association may be used.

The compact, which does not have the force of law, specified that graduation rates will be determined by dividing the number of students who receive regular high school diplomas by the number of ninth graders in a given school four years ago.

Under the No Child Left Behind Act (NCLB), states must consider graduation rates as an academic accountability indicator at the high school level, however the law does not specify how states must calculate this rate. As a result, states have employed a variety of different formulas to determine their graduation rates.

The administration’s move follows growing uncertainty about the prospects of reauthorizing NCLB in 2008, and is evidence of President Bush’s desire to enact changes to the law before he leaves office. In light of frustration over the stalled reauthorization process, the proposal has been well-received both in the states and on Capitol Hill.

Rep. George Miller (D-CA), chairman of the House Education and Labor Committee, said in a statement that “There is a clear need for uniform national reporting on graduation rates in order to help address our nation’s dropout crisis. Governors across many states have shown great leadership on this issue, and last year I proposed a uniform graduation rate that would build on their efforts. I look forward to further reviewing the Secretary’s proposal in detail to see if it presents the right approach for establishing a national formula to accurately determine graduation rates.”

Rep. Mike Castle (R-DE), a senior Republican on the committee, also had warm words for Spellings’ proposal, saying that “Although much works remains, establishment of a consistent graduation rate is a critical first step toward solving the graduation crisis and ensuring our students are given the tools they need to succeed.”

NASSP has played an active role in high school reform, and in 2005 released What Counts: Defining and Improving High School Graduation Rates, which takes an in-depth look at the complex issue of high school graduation rates and offers policy recommendations for improving graduation rate calculations and outcomes. While NASSP does support a uniform graduation rate across all the states, we feel that students should be allowed up to five years to graduate. In addition, any student who completes high school with a state-approved exit document, including GED or an alternate diploma for students with disabilities, should be counted as graduates under NCLB.

Designating a four-year timeframe within which students must exit and graduate from high school goes against what we know about student learning and timelines designated by the Individuals with Disabilities Education Act. In fact, we should be moving in the opposite direction, allowing students additional time to graduate if they require it without penalizing the school, or less time if they have reached proficiency.

Student performance should be measured by mastery of subject competency rather than by seat time. States that have implemented end-of-course assessments are on the right track and should be encouraged to continue these efforts. And NCLB should reward students who graduate in fewer than four years—which could encourage excellence—rather than simply acknowledge minimum proficiency, and the recognition of high-performing students could help schools that are nearing the target of 100% proficiency.

Posted by Mark Ames, NASSP Gov't Relations Mgr at 12:36 PM | Permalink | Comments (0) | TrackBacks (0)

Comment on the poll. 

A study recently presented at the AERA conference in New York paints a grim picture of the impact of "supplemental education services" the NCLB term for after-school tutoring. NCLB mandates that schools in need of improvement use Title I funds to make SES available to low-peforming students, but the results of the most recent study show that it's money poorly spent: Federally mandated public after-school tutoring isn't always reaching the children it's intended to help--and when it does, it doesn't always help as much as it could.

Of course, this study focused on a limited sample--three urban areas--to reach its conclusions. What about the rest of the country? Has SES been a worthwhile way for schools to spend their Title I funds? If you have not already done so, please take this week's Principal's Poll at www.principals.org and leave your comments below.

Posted by Bob Farrace at 12:20 PM | Permalink | Comments (1) | TrackBacks (0)