ICYMI – SEAs & Pensions & RealClearEducation

BW’s Andy Smarick and Juliet Squire take a look at state departments of education in a new Fordham paper. This is a big issue. The reality is if you re-ran the Race to the Top competition today states would still need the same consulting support they did in 2009.  While the jury is still out on the RTT competition overall, that’s clearly an area where it didn’t build durable change. And in my experience SEAs spend a lot of time on activities they are not strong on and where third party vendors can do a better and more efficient job and they don’t spend enough on core state priorities that the agencies should be leading.

In the Detroit News BW’s Chad Aldeman takes a look at how Michigan is making retirement plans worse for many teachers in the name of making them better. More on those issues at Teacherpensions.org.

If you want to sign up for RealClearEducation’s morning newsletter, which previews some of what’s on the site each day you can do that via this link. RealClearEducation provides curated links to the most pertinent education news each weekday morning and is updated throughout the day. It also features original content by various authors including a regular column by Dan Willingham and material from Practical Educational Law Team about school and education law.

3 Responses to “ICYMI – SEAs & Pensions & RealClearEducation”

  1. anon Says:

    Control: Return SEAs to their core functions of channeling federal and state dollars to districts; adopting statewide standards and assessments; creating and maintaining data systems; and monitoring compliance with applicable laws.

    Cleave: Leave tasks that are well outside SEAs’ core competencies—such as charter-school authorizing and generating educational innovation—to other government entities or nongovernmental organizations.

    IE, allow charters to be treated differently that public schools, despite their same funding source.

  2. anon Says:

    Contract: Contract with other organizations that are better equipped to accomplish education work, while ensuring that performance agreements with those organizations delineate outcomes and consequences for poor performance.

    IE, use money on consultants than on children in the hope that it will “trickle down” to the kids.

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