By The Hunt Team
Last month, Ginny Holshouser Mills delivered an impassioned welcome to North Carolina legislators during The Institute’s Holshouser Legislators Retreat – named in honor of her father, Governor Jim Holshouser. She recalled her father’s steadfast commitment to public education and bi-partisan collaboration as he worked tirelessly to improve the lives of North Carolina’s students. Her captivating remarks left all in attendance inspired and thinking about the importance of teamwork for the greater good. The following are excerpts from her speech.
“When he was in office, dad was serious about education, rural healthcare, the environment, and economic development. But after leaving office, dad dedicated most of his public service time to the areas of education and economic development. Why? Because he believed that education mattered more to the future of our state than any other area, and without it, there would be no way to build the North Carolina economy for generations to come. In short, education matters. And, dad thought that there were some things that mattered more than others.Read More →
By Stacy Carlson and Julie Mikuta
Imagine a lifeguard course in which more than half of its graduates don’t know basic CPR. Or a pharmacology college in which three-quarters of the graduates routinely commit dosage errors because they don’t understand proportional math.
If it sounds far-fetched, it shouldn’t. Every year, nearly six in ten first-year college students arrive on campus and are shocked to learn they require remedial courses in English or mathematics – classes that cost just as much as college courses, but don’t earn credits.
Among students entering two-year colleges, the statistics are even more sobering: three-quarters of incoming students require remedial instruction in English, math or both.
A New York Post report published last year found that an astonishing 80 percent of New York City high school grads enrolled at CUNY community colleges required remedial classes.
The problem isn’t unique to CUNY. Lack of college readiness is one of the leading factors nationally responsible for a failure to earn a college degree. Every year, it imposes enormous costs on students and their families – an estimated $3 billion annually – and also on taxpayers, who are forced to foot the bill for duplicative instructions, in high school and then again in college.Read More →
By Patricia A. Wasley, CEO, Teaching Channel
For years we have invested significant resources in professional development for teachers – somewhere in the vicinity of $16 billion per year. And please don’t forget the countless hours of time and energy that teachers spend in trying to move their practice forward. Unfortunately, the disappointing fact is that we have not seen the corresponding jump in student achievement that such an investment merits. It’s no surprise why when the common approach to professional development is revealed. More often than not, new strategies are demonstrated in front of groups of teachers who come from a variety of disciplines, grade levels, and school contexts. In this setting, teachers can observe and can ask questions, but they are sent back to their own classrooms to figure out how to adapt new strategies on their own.Read More →
Vicki Phillips, director of education, college ready at the Bill and Melinda Gates Foundation, continues her discussion about the momentum of the Common Core implementation process on Eduwonk.com. The first part of her discussion – Eduwonk: Gates Foundation’s Vicki Phillips On Common Core Momentum – can be found here. “Stick-to-itiveness. Determination. Tenacity. Grit. These are [...]Read More →
By The Hunt Team
Sweeping education legislation in 2013 has resulted in monumental changes for teaching and student assessment in North Carolina’s public schools. Local school districts are working hard to implement these new policies and are calling on policymakers to re-examine the pace of change, the efficacy of these reforms, and the expectations being placed on classroom teachers.
Last month, The Hunt Institute convened North Carolina legislators in Greensboro, NC, for the 2014 Holshouser Legislators Retreat amidst this backdrop of trepidation and change. This bi-partisan group of 60 policymakers spent two days with national and state education experts discussing key topics such as teacher effectiveness and compensation, student assessments, school accountability, partnerships that promote college and career readiness, and the role rigorous standards play in securing North Carolina’s economic future.Read More →
Why do CEO’s support the Common Core State Standards? Craig Barrett, former Intel CEO and chairman and current CEO of BASIS Schools – one of the highest-performing charter school systems in the country – speaks candidly about why businesses and higher education benefit from the Common Core in the Journal Sentinel op-ed, “Why CEO’s Support [...]Read More →
By The Hunt Team
Michael J. Petrilli, executive vice president of the Thomas B. Fordham Institute and one of the nation’s foremost education analysts, addresses more false claims about the Common Core State Standards in the Fordham Institute’s Flypaper blog, “Lies, damned lies, and the Common Core.”
If you want to understand why supporters of the Common Core are frustrated—OK, exasperated—by some of our opponents’ seemingly unlimited willingness to engage in dishonest debate, consider this latest episode.
On Monday, EAG News published an article entitled, “Common Core math question for sixth graders: Was the 2000 election ‘fair’?”
Would you ever consider the question ‘Whom do you want to be president?’ to be asked of your third grader during a math class (or any class)?
Would you expect your fourth grader to be asked to create a chart of presidents along with their political persuasions? Or, how about a discussion on whether the 2000 presidential election resulted in a “fair” outcome? Or, what if the teacher for your sixth grader was advised to “be prepared” to discuss the “politically charged” 2000 election – all during math.
Common Core aligned, of course.
This was picked up by the Daily Caller’s Eric Owens on Wednesday, who piled on via his article, “Common Core MATH lesson plans attack Reagan, list Lincoln’s religion as ‘liberal’”
Another week has gone by and, like clockwork, some more hilariously awful Common Core math lessons have oozed out of the woodwork.
And the story jumped to cable news this morning on a Fox segment, “Common Core lesson lists Abraham Lincoln as a liberal.”
So this is pretty damning for the Common Core, right?
Wrong.Read More →
By Kathleen M. Brown, Ed.D.
Four years ago, North Carolina was awarded one of only 12 federal Race to the Top (RttT) competitive grants, bringing nearly $400 million to the state’s public school system. Approximately $17.5 million of these funds were specifically earmarked to “increase the number of principals qualified to lead transformational change in low-performing schools in both rural and urban areas.” As such, the policy objective undertaken by North Carolina’s Regional Leadership Academies (RLAs) was to recruit and prepare more than180 “turnaround principals” serving more than 30 counties in three vastly different and very distinct regions of the state -the Northeast (NELA), the Piedmont Triad (PTLA) and the Sandhills (SLA). Findings to date indicate that:Read More →
Vicki Phillips, director of education, college ready at the Bill and Melinda Gates Foundation, offers a compelling and supportive piece about the implementation of the Common Core State Standards on Eduwonk.com. Phillips provides a clear picture on the Gates Foundation’s position on the importance of accountability, thoughtful implementation, and high-stakes consequences – all in support [...]Read More →
By Miriam Rollin, VP/COO, Council for a Strong America
It may sound like the opening line of a joke – but it’s no joke. It’s a powerful reality to make the case for the continued implementation of the Common Core State Standards (CCSS) and aligned assessments.
For instance, last summer, 23 police chiefs from across Tennessee released a Fight Crime: Invest in Kids report demonstrating the connection between educational deficits, unemployment, and crime in their communities. Research shows that long-term changes in wages and employment opportunities among non-college educated men may explain as much as half of property and violent crime rates. The report also focused on the importance of continued implementation of the CCSS to address those educational deficits. The media coverage included stories on four local TV networks, as well as in The Tennessean and another local paper.Read More →