State Sen. Paul Thissen, April 1, 2011--The biggest reform for education would be to cultivate plurality

“I have three children. It’s very obvious that they all learn in very different ways—come to the table with different skills and understanding. The biggest reform we can do is meet each student where they are, and use technology or choice where possible.

“It’s a different model from the 50’s and 60’s where we did warehouse kids. We need to move away from this idea where education is industrial and warehousing.”

State Rep. Mary Liz Holberg, March 11, 2011--Setting priorities on K-12 education: what works--Asked about K-12 education, the largest piece of the state budget, Holberg said the Legislature needs to invest limited dollars in those areas of demonstrated accomplishment.  She hopes for significant investment in the lower grades. 

Wayne Jennings, education innovator, Oct. 22, 2010--Students will learn if you let them
“In fact,” Jennings continued, one of those TED videos featured a speaker by the name of Dr. Sugata Mitra who performed a study known as the ‘Hole in the Wall’. The experiment shows that young people are inherently motivated to learn, and will teach themselves if only given the opportunity.

In this experiment young people from a poor part of Calcutta discovered a computer positioned by Dr. Mitra in a hole cut out from a wall—placed there with no explanation, but observable from within.  Mitra found that the children were soon very successfully figuring out how to use the computer by themselves. Mitra went to other poor areas, reproduced the experiment, and found the same result. Inherent curiosity led to self-teaching.  The video of his talk may be found here: http://tinyurl.com/393s95l.

Wayne Jennings, education innovator, Oct. 22, 2010--The legislature could push districts to provide multiple kinds of schools and redefine the role of charters.

A participant asked Jennings if he could wave a wand, what is the one best thing the legislature could do this session for the long-term restructuring of E-12?

“I would say we have a Legislature that says ‘ I understand students learn in different ways’,” he replied, and then compels every district to have a minimum of three different kinds of schools for students to choose from. It is a source of pride that we have been a leader in open enrollment, he continued, but for the past eight years the state’s progress in education has been stagnant.

Other possible actions for the legislature could include revising the charter law so that it more explicitly states that its purpose is innovation. “It does imply that now, but that’s not really what the law is being used for.  We have not gotten very far yet with chartered schools because most are simply reproducing the traditional ways of schooling.” Those that go beyond the traditional “get slapped around by bureaucratic rules, such as ‘go ahead and change but meet all the present rules and procedures.’” Instead he wants to see charters as places where robust research and development is undertaken.

Jennings said that he believes the legislature may play a significant role in education reform, in part because it has in the past. “Remember most of the big innovations came through the legislature, over the bitter resistance of educators. Remember open enrollment (‘What are we now, the unions and administrators would ask…‘in competition with each other?!’), and Post Secondary Education Options, fiercely resisted by some.   I think the legislature is critical, but they need to hear from a broader constituency than just the department of education, the union, and administrators.”

Susan Heegaard, Bush Foundation, June 18, 2010--Promote more choice in K-12 education – Heegaard said that one way or another, many of these recommendations have been realized. One the group felt strongly about was providing vouchers for low-income parents statewide to use in sending their children to private and parochial schools. Legislators didn’t approve such a voucher, but a low income tax deduction was created for non-public school tuition and a credit allowed for other school expenses. Another recommendation, approved by legislators, eased restrictions on the open enrollment legislation passed during the Perpich administration. A recommendation to strengthen rather than weaken the post-secondary options program, which allows high-school juniors and seniors to take courses at post-secondary institutions, was approved. Also, the report urged removal of the cap on the number of charter schools and a broadening of the sponsorship for these schools. The cap was removed, and nonprofits and higher education institutions were allowed to become sponsors.

There was a recommendation to give credit to students who meet standards regardless of where the learning takes place. No such legislation passed but the growth of online learning has opened up new opportunities for students. Technology advances, rather than legislation, has led another recommendation to be realized: providing comprehensive, user-friendly information to students and parents about all of the schools, programs and options available to them. “So much more is available to people now,” Heegaard said. “You can just Google something and get lots of recommendations.” Another recommendation, to establish a mechanism to monitor and report on school performance, has been realized through reporting of statewide testing results. Statewide testing was not allowed until the late 1990s. But in the case of another recommendation, to allow more site-based management, St. Paul’s school system has recently chosen to pull back on site based decision making by centralizing more decisions.

Charles Kyte, Minnesota Association of School Administrators, June 11, 2010--The changing nature of public attitudes toward schools--Kyte recalled that growing up in Gilbert, MN, everyone largely accepted what the school district required of its students with little question. Later, when he was rearing his own children, parents wouldn't hesitate to contact teachers about their concerns. And today--as he sees his own children rearing their children--parents won't hesitate to send their children to a different school if dissatisfied with what their children are receiving at their current school.

            Today, unlike the past, there's a much greater concern over doing something about educational quality.

            Late in the meeting Kyte returned to this discussion. When he was young, a school system was expected to see that 30 percent of  the students were well-educated; 40 percent, literate, and the remaining 30 percent, as much as could be done. Today, he said, schools are expected to see that 40 percent are well-educated; 50 percent are literate, and 10 percent, as much as can be done.

Charles Kyte, Minnesota Association of School Administrators, June 11, 2010-- Difficulty in energizing veteran teachers--Unlike many other occupations, there's very little that can be done in schools to help renew and energize teachers, he said. For example, higher education grants sabbaticals to veteran professors, but such a benefit isn't available in the K-12 system.

            Kyte shared a conversation he had with a person in the private sector who noted that many more opportunities are available in non-teaching occupations for people to advance within the system. You advance in education (other than gaining higher salaries through longevity and post-baccalaureate training) by going into administration, not by staying in teaching.

Charles Kyte, Minnesota Association of School Administrators, June 11, 2010--Little chance to modify teacher salary schedules--Responding to a question, Kyte said it is very unlikely that you'll see changes in the basic approach to paying teachers--based on length of service and number of college credits--without support from Education Minnnesota. Education Minnesota has effectively teamed with the Service Employees International Union (SEIU) which represents many of the non-teaching staff in school districts. In such an environment you'd have the teachers joining SEIU employees in opposing, for example, if you were to suggest allowing private firms to bid for cleaning of school buildings.

Charles Kyte, Minnesota Association of School Administrators, June 11, 2010--Role of school boards--We've a very strong history of local control of schools and, therefore, keeping school boards as central policy makers. But with strong union influence you need to think of how school boards should function and are functioning, he said.

Charles Kyte, Minnesota Association of School Administrators, June 11, 2010--Interesting development among immigrants--Responding to a comment about the importance of family involvement in education, Kyte said it has been a fascinating experience to see how well Hmong children have done in Minnesota schools. Their parents and grandparents were surprised at the availability of schooling and have provided strong support. That's not the case with some other ethnic communities.  This discussion produced a brief mention of the fact that refugees, as distinct from regular immigrants,  appear to have major needs because of the emotional trials they endured in coming to this country

Charles Kyte, Minnesota Association of School Administrators, June 11, 2010--Changing educational levels of boys and girls--It used to be that we worried that the girls weren't getting an adequate education. Today it's more the other way around, he said. Kyte noted that at some colleges about 65 percent are women students, and only 35 percent, men. That prompted him to mention the case of a Lutheran college that is admitting women who must have at least a 3.9 GPA, be active in several sports, and have demonstrated leadership in community activities, while any young man will be admitted who happens to be Lutheran.

Roger Moe, former DFL Senate majority leader, Oct. 30, 2009--Elevate the position of teacher--Maybe a specialized teachers education institution ought to be re-created, Moe suggested, remembering the state's teachers colleges that gradually evolved into state universities.  During the time of teachers colleges, teaching was a much higher respected occupation, he said.  Moe recalled speaking to a group of students at Bemidji High School about nine years ago.  Only three students raised their hands when he asked whether they intend to go into teaching.   In response to a question, Moe acknowledged that problems could arise if leadership in a specialized teachers institution were closed-minded on opening new roles for teachers.

Mary Brainerd, CEO HealthPartners, Sept. 11, 2009--The problem of structural governance in school districts--Itasca has been working with the Minnesota Business Partnership, and McKinsey, a consultant firm, in support of the Minneapolis Public Schools strategic plan. That commenced development this past year, presently in the implementation stage. From the process, Brainerd drew some lessons.

            “There is a problem in the structural governance of districts,” she argued. Separately-elected board members, especially rooted in constituencies, create a dynamic of factionalism. Adults are putting their interests first, whether they see it or not.

            “Who works for the kids?” she asked, rhetorically. “It’s hard to identify who the real advocates are for kids. Itasca and the Business Partnership are not in a position to do so as a sustained voice of advocacy. It needs to be in the system itself.”

            The outgoing Minneapolis superintendent (Green; tenure up at the end of ‘09/10) will tell you, it’s very difficult to run a district with all the competing constituencies.” Brainerd cited cities where mayors have taken control of districts, or appoint board members, as interesting models.

            On the role of technology in schools, a member observed that we need a ‘productivity increase’ in schools, and electronics offers the most cost-effective approach as in business.

Brainerd agreed. Itasca has wanted to see more of an effect than they have in school district results. “We’re frustrated at our ability to have an impact on performance,” she said, frankly.

            The chair prodded, with some gentle teasing: Is it a problem with Minnesota’s structure, or your own inadequacy?  “Maybe our own inadequacy,” she grinned…but there are structural problems that the business community can’t solve from the outside. The system is very resistant to change. Every component of it. A morass. “The rigidity of seniority and bumping, the governance structures.” They all present a challenge.

            A comment was brought up about McKinsey’s staffing of Itasca meetings, and a curiosity: Consultancies tend to work with systems, as they are. In the case of Minneapolis Public Schools they worked with the challenges of the institution of the District. But the problems—the ultimate causes—may lie even further up, at political and policy levels. Would Itasca be missing a piece of the picture?

            Brainerd said that the policy-level of K-12, and the design of the K-12 system, is also on their mind. Itasca and the Business Partnership were supportive this past legislative session on the site-governed schools legislation that is now being applied in Minneapolis.

Tim Penny, former member of Congress, July 17, 2009--More job-oriented education in high school?--Returning to Penny's earlier comments about community colleges, a member asked whether more should be done at the high school level to prepare students for work.  Penny said he agrees.

Curt Johnson, Education|Evolving, April 10, 2009--Possibility of continued drop in school district enrollments--Without the new legislation a serious risk exists, Johnson said, that within six years at least one major urban school district will have lost more than one-half its potential residential enrollments to choice options.  The proposed legislation offers an opportunity for local school districts to give their resident students an option for an innovative school environment without going outside the district.

Curt Johnson, Education|Evolving, April 10, 2009--Attacking a crisis in rural Minnesota--Additional pending legislation, also crafted by E|E, provides a clear alternative to closing schools in areas of Minnesota with sharply declining enrollment, he said.   Without any action to the contrary it is likely that another round of conventional consolidation will occur.  This legislation contemplates both planning grants to foster, using the state's joint powers act consolidation of functions like accounting, procurement, pensions, and payroll.   But even with such changes, there's still a feeling that rural high schools must mimic large high schools in urban areas.  That is not necessary; indeed it is a conceptual barrier, he said.  It is possible, using new models that would emerge under the proposed new school legislation, for high schools of 100-300 students to survive economically and thrive educationally.  They're simply trapped in the wrong model, now, he said. 

Curt Johnson, Education|Evolving, April 10, 2009--We're not attracting enough top talent into teaching--The need for new schools is extremely important in attracting more highly-qualified people into the teaching profession, Johnson said.  If the best of the best aren't going into teaching, it's because they don't see an opportunity to change things; they're forced to teach in a highly regimented system that doesn't give them flexibility for innovation.  The new schools approach being advanced by Education|Evolving is a way to offer teachers maximum flexibility to teach they way they want to.

            New schools might help encourage younger teachers to remain in the field, Johnson said.  So many teachers nowadays leave the profession within five years. 

State Rep. Marty Seifert, Jan. 23, 2009--Serious problem with graduation rates in some high schools--While Minnesota's education system compares well with other states, abnormally high dropout rates among ethnic and racial minorities must be addressed, he said.  One possibility is to move compulsory attendance from age 16 to age 17, he said.  He also said he supports  alternative schools that have demonstrated the ability to increase graduation rates among their students.  Seifert said he is very impressed with teenagers who serve as House pages with whom he meets weekly and who come from a wide variety of social and economic backgrounds. 

Jim Bartholomew, Minnesota Business Partnership, and Tim McDonald, Education|Evolving, Dec. 19, 2008
--Relevance of union contracts and seniority issues—McDonald said we have been caught in a perennial frontal-conflict between
two groups: labor and management. This does not have to be. The more workers are in charge of their own destiny, the need for labor
 protection diminishes. This could allow for professional associations to emerge, a ‘healthier’ type of union for schools, and one that
would service kids, not adults.  Bartholomew said he totally agrees.  Responding to a question, Bartholomew said he believes the MBP
 would work together with the teachers union on teacher empowerment.

Jim Bartholomew, Minnesota Business Partnership, Dec. 19, 2008  --Important connection between education and strong 
labor market--Minnesota's ability to remain economically competitive and build our quality of life will increasingly be determined by our
 success in dealing with demographic changes, and ensuring all our K-12 students receive the best education possible, Bartholomew 
said.  Minnesota is aging and becoming more diverse.  For example, growth in our labor force is projected to grow much more slowly
 than it has between 1970 and 2010.  As a result, our ability to replace and grow jobs is jeopardized.  One solution is to make sure all 
our students are as well prepared as possible.  Today, less than half of our African-American and Hispanic students graduate from 
high school, yet between 2010 and 2020 their population grow rates are projected at 29% and 66%, respectively (the corresponding 
growth rate for white students is 3.6%).  All our students need an education that allows them to be competitive in the global marketplace.

 
Jim Bartholomew, Minnesota Business Partnership, Dec. 19, 2008--Need to be globally competitive--Summing up,
 Bartholomew said our students need to be globally competitive.  You can have standards and still treat teachers as professionals and empower them at the school level. 

Joe Nathan, HHH Institute, University of Minnesota, Dec. 12, 2008--How a governor sets priorities--A Civic Caucus member said a Governor can be besieged with all sorts of corrective actions and needs to identify a few for top priority.  Nathan replied with four suggestions:

                        a.  Focus on what works.   A Governor ought to urge the state to honor and seek to replicate what is working most effectively in public education, whether in district or charter public schools.

                        b.  Find the revenues.  The Governor ought to be open to modest increases in taxes on the people who have the most resources.

                        c.  Honor progress.   Money should be invested in those schools that are showing progress.  A school aid formula ought not be based only on enrollment.  Factors such as attendance, achievement, and graduation rates should be part of a formula.

                        d.  Collaborate with others.  Legislators, educators should work with major foundations and social service agencies to explore what they could do together.

            Nathan recalled pioneering leadership by Gov. Rudy Perpich, 23 years ago, when he first proposed open enrollment and post-secondary options.  Schools should be allowed to dream, carry out the dream, be responsible for results, and allow choice and freedom for students and parents.

John Hamann and Joann Knuth, MN Secondary School Principals Association, Dec. 5, 2008--Certain high school tests are misleading--On the question of how well high schools are doing, Hamann said that, overall, high schools are doing very well in Minnesota.  Minnesota is 9th in the nation in high school graduation rates ( http://www.edweek.org/media/ew/dc/2008/40sgb.mn.h27.pdf ).  ACT scores are above the national average ( http://www.act.org/news/data/07/states.html ).

            However, Hamann is greatly disturbed by a new state math test being given to high school juniors to determine whether they will be allowed to graduate.  The portion of the math test to determine if they will graduate is called the Graduation-Required Assessments for Diploma (GRAD) test, and it is incorporated into the Minnesota Comprehensive Assessment (MCA) test required by No Child Left Behind (NCLB).  The federal government requires a test, but it's up to each state to design it. The new tests will be enforced beginning with students graduating in 2010 when students need to pass the GRAD part of the tests in reading, writing and math.  However, this past year the new math test was given to juniors on a pilot basis.  Only 37 percent of students in Minnesota passed the test.  In Wisconsin, a state not too dissimilar to Minnesota, 82 percent passed.  A common test wasn't given in both states.  Instead each developed its own.  Knuth said that Minnesota school administrators did not see the test until after it was taken by students.

            If the situation doesn't change, Hamann said, school districts will have to provide remedial education for 12th graders so that they'll be able to graduate.  Such a situation would mean shifting resources from other legitimate parts of the curriculum.

            Hamann has met with the Commissioner of Education, Alice Seagren, and gave the following recommendations to the department for their consideration:

                    --Create a band of test questions, indicating which ones are GRAD, MCA

                       or both.  Use that bank to create practice tests and get those out to schools.

                    --Have the GRAD portion and the MCA portion be two separate tests, with

                       the GRAD test being given first.

                    --Define what remediation would mean to school districts, both in fund needs

                       and resources (teacher and time).

                    ---Give the tests at the end of the sophomore year to allow time to remediate. 

            The State Commissioner of Education is aware of what Hamann called a "looming train wreck" and is consulting broadly with educators in the state.

 
John Hamann and Joann Knuth, MN Secondary School Principals Association, Dec. 5, 2008--A call for federal standards--Hamann said that if tests are going to be given, they ought to follow federal standards, rather than being left up to each state.  A Civic Caucus member commented that it appears quite unusual that educators, who value local responsibility and control, should be calling for federal standards.  The member inquired why Minnesota shouldn't want to hold its own students to a high standard, regardless of federal requirements.  Hamann replied that Minnesota schools are doing a good job now, and that their performance would be clear in any common test applied across the nation.   Knuth said that the National Association of Secondary School Principals (NASSP) has adopted a position supporting national standards in literacy and mathematics.  Other curricular areas would remain under local responsibility and control.
 

John Hamann and Joann Knuth, MN Secondary School Principals Association, Dec. 5, 2008--Relevance of NCLB—Knuth said that the goals of NCLB are the right goals, that all children have opportunity to achieve at high levels with quality teachers who hold high expectations for all students.  However, in the implementation of NCLB we have seen a “shame and blame” approach.  Susan Neuman, who was Assistant Secretary for Elementary and Secondary Education under the Bush administration when the legislation was implemented, is advocating a broader, bolder approach to achieving the goals of NCLB which includes recognition that children of poverty need extra support in terms of health care, nutrition, early literacy.  Schools by themselves cannot close the achievement gap, but need a broader, systemic, approach.

John Hamann and Joann Knuth, MN Secondary School Principals Association, Dec. 5, 2008-- Staying permanently behind or catching up?--A Civic Caucus member observed that at the beginning of each year, at all grade levels, some students are lagging behind and some are way ahead of the rest of the class.  There's a challenge to bring some students up to speed and keep others from getting bored.  We need high school graduates who are well trained to function as productive participants in the economy, the member said.  Another member said that keeping schools from getting too large is very important. 

Dee Long, former speaker, Minnesota House of Representatives, Oct. 24, 2008--Better civics education would help--High school civics classes could do more, Long said, in exposing youth to political responsibility.  She recalled disinterest on the part of social studies teachers at a high school in her district when she wanted to put on a bi-partisan discussion about political involvement.

Richard Oscarson, school principals' association, Oct. 3, 2008--Being principal is the best job--The principal has the best job in the educational system, Oscarson said, because the principal has the opportunity to be in direct daily contact with children, parents and teachers.  He said he personally likes to greet students as they get off the bus at school each morning.   He believes teachers are better prepared today than ever.  Their jobs are more challenging than ever.  Years ago they might have taught all pupils the same, preparing, for example, just one math lesson.  Now they might need to prepare four or five different kinds of math lessons, depending upon the nature of the pupils.   Parents are experiencing more pressure than ever from their daily schedules.   Referring briefly to the federal No Child Left Behind (NCLB) law, Oscarson said the law justifiably has been widely criticized, but it has produced accountability. 

 Richard Oscarson, school principals' association, Oct. 3, 2008--State does well on ACT test--To illustrate that Minnesota schools are doing well, Oscarson said that Minnesota students  for the fourth year in a row had the highest average ACT score (22.6) in the nation.   The test assesses high school students' general educational development in English, math, reading and science, and their ability to complete college-level work.   

Richard Oscarson, and Fred Storti,  school principals' association, Oct. 3, 2008--School choice options discussed--Oscarson and Storti outlined options for students to attend schools outside their normal attendance area.

                        a.  Open enrollment statewide--Minnesota Statute 124D.03 allows all Minnesota’s public school students the opportunity to apply to attend school outside of the school district where they live. More than 30,000 Minnesota students did just that last year. Students must apply to the school district of their choice by January 15 in order to have the best chance of being admitted the following fall. Families generally provide their own school transportation. No tuition is charged.

                        b.  West metro--The Choice is Yours is a school choice program for families qualifying for free or reduced-priced lunches who live in the City of Minneapolis. Families apply by January 15 for the following fall in order to have the best chance of being admitted to their school of choice. Through The Choice is Yours, families who enroll receive priority placement at the schools they choose, including magnet schools in the city as well as suburban schools.  Families in north Minneapolis may choose schools in the Minneapolis Public School District or in the following suburban districts: Columbia Heights, Hopkins, Robbinsdale, St. Anthony-New Brighton, St. Louis Park or Wayzata. Families in south Minneapolis can choose schools in the Minneapolis Public School District or in the Eden Prairie, Edina, Hopkins, Richfield or St. Louis Park school districts. The state of Minnesota provides transportation to the suburban schools. The Minneapolis Public School District provides transportation to city schools (according to school district policies on attendance zones and walking limits).

                        c.  East metro--The East Metro Integration District is comprised of ten school districts that work collaboratively to implement the Minnesota Desegregation Rule. EMID activities are guided by a Multi-District Desegregation Plan developed and submitted by the Multi-District Collaboration Council to the Minnesota Department of Children, Families and Learning in June of 2001.  The Minnesota Desegregation Rule mandates a partnership between St. Paul, Roseville, South Washington County, South Saint Paul, West Saint Paul, and the North Saint Paul/Maplewood schools. Four additional districts, Mahtomedi, White Bear Lake, Inver Grove Heights and Stillwater, are involved as voluntary members.

                        d.  Charter schools--Charter schools are tuition free independent public schools that are open to, and welcome all students no matter ability or need, and are governed and operated jointly by licensed teachers, parents and community members.  The Minnesota charter school law, passed in 1991, was first in the nation.  According to the Minnesota Association of Charter Schools, the state had 143 schools with a total enrollment of 28,000 in the 2007-08 school year. 

6 Richard Oscarson and Fred Storti, school principals' association, Oct. 3, 2008--Impact of federal mandates--A Civic Caucus member inquired about federal mandates in the No Child Left Behind (NCLB) law and in special education.  While focusing on accountability, the law has a punitive aspect for students who already are behind, Oscarson said. Oscarson suggested a growth model rather than the present MCA model. Millions of dollars are being spent on high stakes testing in NCLB, and the testing isn't all that useful, Storti said. 

            On the matter of special education, at the time special education was mandated in the 1970s, the federal government promised 40 percent of the financing, Oscarson said, but the last time he looked the actual federal share was about 16-17 percent.   State and local financing make up the balance.

Richard Oscarson and Fred Storti, school principals' association, Oct. 3, 2008--No support  for a constitutional amendment—A Civic Caucus member noted that outdoors, water and the arts advocates are seeking preferential funding guarantees via a constitutional amendment on the ballot this fall.   Storti and Oscarson said they would not advocate a similar route for education.   The Governor and Legislature are responsible for education, Storti said.

Richard Oscarson, school principals' association, Oct. 3, 2008--Challenging responsibilities for teachers—Teachers today have much more challenging responsibilities than the past, Oscarson said.  He cited that much o f the day they are involved in what you might call counseling, conflict resolution, and social services.   Oscarson is optimistic about attracting competent teachers in the future.  He cited the large number of highly respected post-secondary institutions in Minnesota that are producing innovations in education.

            The group briefly discussed whether teachers unions are supporting or opposing efforts to change. 

Joe Graba, senior policy fellow, Education Evolving, July 25, 2008--The changed assignment for education--Asked to talk generally about the state of education in his introductory remarks, Graba said the assignment to education changed about 17-18 years ago.   He quoted a leader nationally of school superintendents who said that all through the 20th century until about 1990 the assignment was accomplishing universal access.  In 1900 about 10 percent of the U.S. population graduated from high school.   That percentage moved up, as did percentages based on civil rights access and handicapped access.   Even as late as the early 1960s many high school students left school before graduating because well paying jobs that didn't require high school diplomas still were available. 

            In 1983 a famous report critical of education "A Nation at Risk", was issued by a national commission that included Al Quie, former governor of Minnesota, among its member.  

            As a result of that report and other concerns, by 1990 assignment to education had shifted from universal access to universal achievement--expecting every child to be a successful learner. 

Joe Graba, senior policy fellow, Education Evolving, July 25, 2008--The system can't meet our escalated expectations--We've escalated our expectations for educating all children, but the education system can't do the job, Graba said.   In addition, the system can't control its expenses, said.   Asked about educators' attitudes about the system, Graba said no matter with whom you talk--teachers, principals, superintendents, school boards, teacher training institutions, legislators or the public--there's almost universal agreement that the schools aren't meeting our escalated expectations.  .

Joe Graba, senior policy fellow, Education Evolving, July 25, 2008--Not a matter of lack of initiative and commitment--The system's problem isn't because of lack of initiative and commitment by educators, he said.  The problem, Graba said, is that the education system has perfected essentially one model.  That model is based on assumptions that (a) every class, regardless of subject matter, should require the same amount of time over a quarter, semester or year, (b) every student, regardless of ability, requires the same amount of time to assimilate the material to be learned (c) every student must come to a building called a "school" to take the class, and (d) every class has approximately the same number of students, about 30, and (e) students are expected to learn in essentially the same way, by using the same textbook and listening to the same teacher convey information largely by lecture.  That model fits some students, and some others can learn from it, but far too many students are lost in the standardized approach.   What's needed is an approach that customizes education for each student.   The teacher's role changes to becoming more of an advisor and coach, he said.   It's not possible, he said, to mandate uniform success.
 

Joe Graba, senior policy fellow, Education Evolving, July 25, 2008-- Support from teachers' unions?--Teachers unions traditionally have complained that school boards and administrators never gave professional teachers sufficient influence, Graba said.  He cited a development in Milwaukee in which union teachers in 12 different schools have organized themselves into professional practices, along the lines followed in Henderson, MN, and still have retained their union membership. 

Duane Benson, Minnesota Early Learning Foundation, July 10, 2008--Whether changes in K-12 are needed--In response to a question Benson said MELF's chief interest is on preparing pre-natal to pre-kindergarten children for kindergarten.  MELF is not directly addressing the question of whether the K-12 system needs changes to better deal with the children it receives.   Benson suggested the Civic Caucus might want to visit with Steve Shank, founder of Capella Education Company, the parent of Capella University, an on-line university, for a discussion on how to change the system.  As a member of the board of Minnesota State Colleges and Universities, Benson said he is fascinated by the good job that is being done by the on-line universities.  Many professors in the state system are moonlighting at the online institutions.    Shank's message, Benson said, is that you can't change the system internally.   It must be done externally.   That's why moving from a supply-driven system to a demand-driven system is so important in pre-kindergarten and, he said, probably in the K-12 system.

 Duane Benson, Minnesota Early Learning Foundation, July 10, 2008--Big K-12 investment in special education--A Civic Caucus member noted that special education, a big specialty area with its own certification, is receiving an ever larger share of the school budget.   A big part of special education, the member said, is working with the children who are not ready for kindergarten when they arrive.  

            Benson said of the 50 percent who aren't ready for kindergarten, about 20 to 25 percent will catch up by the third grade.  The other 20-25 percent can't read in the third grade and ultimately are most likely to drop out of high school.

Duane Benson, Minnesota Early Learning Foundation, July 10, 2008--Dilemma facing legislators--A Civic Caucus member speculated that legislators have a difficult time dealing with the early childhood issue.   The existing early childhood system is characterized by comparatively lower pupil-teacher ratios and comparatively lower pay than is present in the K-12 system.  Legislators fear the cost implications of placing early childhood into the K-12 system if the result is keeping the pupil-teacher ratios low while increasing salaries to the K-12 level.