. . . . More broadly, the Obama administration can then focus on strategic and long-term investments in schools, colleges and research centers. The political demise of the No Child Left Behind Act — its odds of survival continue to sink — offers the opportunity to rethink the federal role in education. Mr. Obama has wisely emphasized areas of investment that yield strong payoffs, like improving access to quality preschools for poor families.
Equally urgent, Washington should aid states in attracting smart and diverse young graduates to go into teaching. To retain them, educational institutions must become professional and supportive workplaces, not simply test-prep centers. This won’t be accomplished through attractive gimmicks, like more money for charters schools which, on balance, have yet to outperform regular public schools.
What’s key is for Mr.Obama’s transition team to stay honest to their boss’s resilient ability to screen out the static and stay focused on long-term remedies. Fresh infusions of bricks and mortar can spur job creation and inventive schools. Then, Washington can turn to human infrastructure, creating incentives and support inside schools that will enrich America’s teaching force.
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966
Saturday, November 08, 2008
Education Investment Rather Than Gimmicks
From an opinion piece by Bruce Fuller in the NYTimes: