[RSCT] 'race to top' - Duncan speech, links to draft guidelines

[Monty Neill]

At http://www.ed.gov/news/pressreleases/2009/07/07242009.html you can link
to the draft guidance on using 'race to top' funds, Duncan's remarks today,
etc. Monty



Text of Duncan's remarks at:



http://www.ed.gov/news/speeches/2009/07/07242009.html





As one can see from these excerpts, pretty much the whole thing focuses on
tests and boosting test scores: a national test, data = first and primarily
(tho not only) test scores, 'achievement' is defined as test scores,
turnaround required based on test scores, etc. (There is reference to grad
rates and minor nods to other things, but mostly it is tests.) There may be
room in all this to expand beyond test scores - that will require reading
the full draft guidelines (and final ones) -- which I have not done yet (and
won't till I return Monday) and also depend on what states try to do and
what the dept is then amenable to. There are ways that this approach can be
shifted (multiple, including local, assessments, data = variety of forms of
evidence of learning, achievement means rich array of learning outcomes, and
the start of turnaround is support and assistance for schools to improve
themselves, with stronger actions taken only if a school refuses to improve
or shows it does not know how even with help. Even then, none of this
changes AYP and the sanctions built into it, which casts all aspects of
'reform' as the avoidance of punishment and boosting test scores.



Some Duncan quotes (there is not much that is new):



we are looking for Race to the Top states to adopt common,
internationally-benchmarked K-12 standards that truly prepare students for
college and careers. To speed this process, the Race to the Top program is
going to set aside $350 million to competitively fund the development of
rigorous, common state assessments.



Award-winning states will be able to monitor growth in student learning [mn:
means test scores in every state]—and identify effective instructional
practices [mn: ie, raising test scores].



To boost the quality of teachers and principals, especially in high-poverty
schools and hard-to-staff subjects, states and districts should be able to
identify effective [those who boost scores - mn] teachers and principals. At
the local level we want to see better strategies in place to reward and
retain more top-notch teachers—and improve or replace ones who aren't up to
the job.



What is the administration going to be looking for in the Race to the Top
competition? We are going to be scrutinizing state applications for a
coordinated and deep-seated commitment to reform. And we are going to be
awarding grants on a competitive basis in two rounds, allowing first-round
losers to make necessary changes and reapply.



states that explicitly prohibit linking data on achievement or student
growth to principal and teacher evaluations will be ineligible for reform
dollars until they change their laws.



We are also going to be releasing shortly the guidelines for the $3.5
billion Title I School Improvement Grants. And most of that money is going
to go to low-income districts that are willing to turn around their
lowest-performing schools.






-- 
Monty Neill, Ed.D
Deputy Director
FairTest
15 Court Sq, Ste 820
Boston, MA 02108
monty at fairtest.org
857-350-8207; fax 850-357-8209
www.fairtest.org
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