What is it like to work at a school at which teachers and and administrators run the school as equal partners? Guest author Demetria R. Giles of Teaching Firms of America—Professional Prep Charter School says the results at her school speak for themselves.READ MORE
If we could have the best school we can imagine, what would it be?
In a new post at Education Week, TCF senior fellow Richard Kahlenberg and fellow Halley Potter explore how City Neighbors Charter School in Baltimore is answering that question.
Chartering gave City Neighbors' founders the flexibility to do things that are fairly unusual among charter schools. The charter school model has allowed them to pioneer a collaborative governance structure that includes teacher representation on the governing board and provides large blocks of shared planning time—while remaining part of the city school district's collective bargaining agreement.
Read the full article at Education Week.
In Truthout, Sarah Jaffe devotes a paragraph to TCF vice president for policy and programs Greg Anrig’s research on Cincinnati’s schools.
Greg Anrig of the Century Foundation presented his research on the Cincinnati model for urban schools, where a community school system brings in service providers who give dental care, health care and other wraparound services in the schools, where teachers are actively involved in running all aspects of the school, and where the community is deeply connected to its school.
What happens when teachers run a school? One charter school in Brooklyn is finding out. TCF fellow Halley Potter says that the results so far look promising.READ MORE
When Congress passed the No Child Left Behind Act (NCLB) in 2001, the then-distant date of 2014 was the point at which we would reach educational nirvana and 100 percent of American students would be proficient in math and reading. The goal was never met because, as a fundamental matter, individual human variability makes 100 percent proficiency to a meaningful standard an impossibility. But there were other problems as well: NCLB did not itself provide sufficient incentives for students to work hard, as only teachers were held accountable for failure, and the legislation did not end the enduring inequalities of educational opportunity for low-income and minority students that underlie the achievement gap.
Read the full article.
At Benjamin Franklin High School in New Orleans, teachers are trying something that is still pretty rare in the charter school movement—they’re unionizing. TCF education intern Margaret Mattes explains why.READ MORE
Most K-12 education reforms are about trying to make "separate but equal" schools for rich and poor work well. The results of these efforts have been discouraging. The Century Foundation looks at ways to integrate public schools by economic status through public school choice. At the higher education level, we examine ways to open the doors of selective and non-selective institutions to students of modest means.
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