A Koch And A Smile

Sometimes a story just writes itself: Wisconsin Governor Scott Walker duped (on tape) by a liberal blogger posing as major right-wing Republican donor David Koch.

Milwaukee Journal-Sentinel coverage

Huffington Post coverage

Ezra Klein (Washington Post)

One Wisconsin Now

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My Guv'nah Is Stronger Than Your Guv'nah

Governors are an interesting group. Always. They are not interchangeable spirits. Just think of some of the characters and personalities amidst their ranks: Arnold Schwarzenegger, Rick Perry, Bill Richardson, Jennifer Granholm, Ed Rendell, Haley Barbour.

With regard to education, governors do not come to the job with equal chances to impact the policy agenda. I grew keenly aware of this when I worked for the National Governors Assoiciation (NGA) from 2001 to 2004. Some of this is due to personalities and individual capacities, such as whether they effectively use their bully pulpit and engage in policy conversations. And some is due to politics, such as whether they campaigned for office on education. But much of the reason for this variation is out of governors' control: It is due to widely varying nature of state educational governance systems.

This Education Commission of the States brief [summarized below] maps four models of state educational governance, present in 40 of the 50 states. (The other 10 states utilize hybrid models, furthering confusing the situation.) The most important fact is that ONLY 13 governors directly appoint the chief state school officer. That gives one pause in considering how empowered chief executive officers really are to tackle changes to public education. Most certainly cannot go it alone - and perhaps that's a good thing in certain ways, but it certainly doesn't produce direct reform trajectories.

Model One: The governors appoints the members of the state board of education. The state board, in turn, appoints the chief state school officer (variously called the State Superintendent, Commissioner, Education Secretary, etc.) Twelve (12) states utilize this model: Alaska, Arkansas, Connecticut, Florida, Illinois, Kentucky, Maryland, Massachusetts, Missouri, Rhode Island, Vermont and West Virginia.

Such state systems do not provide the governors much power over education governance. They accrue it over time as they appoint state board members -- usually with staggered terms -- and eventually gain a majority if they remain in office long enough.

Model Two: In this model, the state board of education is elected and the board appoints the chief state school officer. Eight (8) states utilize this model: Alabama, Colorado, Hawaii, Kansas, Michigan, Nebraska, Nevada and Utah.

Clearly, this model generates extremely weak gubernatorial control over public education, although chief executives in these states still wield the power of the purse, vetoes, and the like.

Model Three: In this model, the governor appoints the members of state board of education. The chief state school officer is elected. Eleven (11) states utilize this model: Arizona, California, Georgia, Idaho, Indiana, Montana, North Carolina, North Dakota, Oklahoma, Oregon and Wyoming.

Again, this is a governance blueprint for weak gubernatorial influence, although right-to-work states with histories of strong state influence over education -- such as North Carolina -- challenge this general assumption. Former NC Governor Jim Hunt has a lot to do with this, I believe. In his case, the power of personality transcended a weak governance structure. Differences also can be caused by differential continuums of power between state boards of education and chief state school officers.

Model Four: In this model, the governor appoints the state board of education and the chief state school officer. Nine (9) states utilize this governance model: Delaware, Iowa, Maine, New Hampshire, New Jersey, Pennsylvania, South Dakota, Tennessee and Virginia.

This would appear to be a template for strong gubernatorial control over public education, but of course it doesn't always turn out that way, depending on personalities, political choices made, and state education systems with a strong history of and preference for local control (here I'm thinking Iowa, Maine, New Hampshire). However, this group of states has certainly produced recent governors that were strong leaders in education -- Tom Kean of New Jersey, Tom Carper of Delaware, Mark Warner of Virginia, Dick Thornburgh of Pennsylvania are examples.

The remaining 10 states function under modified versions of the above four models. Models A (Louisiana and Ohio) and D (Texas) are relatively strong pro-governor structures, while Model B empowers state legislatures over governors in New York and South Carolina. Model E as implemented in Minnesota and New Mexico also provides those governors with significant power; not so much in Wisconsin, although the Badger State governor historically has had very strong veto powers. (Ever heard of the Frankenstein or Vanna White veto?)

A. Elected and Appointed State Board; Appointed Chief

In Louisiana, eight board members are elected and three are appointed by the governor. In Ohio, 11 board members are elected, while the governor appoints eight members.

B. Legislature Appoints State Board; Appointed or Elected Chief

In New York, the state legislature appoints the board members and the chief state school officer is appointed by the board. The South Carolina legislature appoints the board, but the chief is elected.

C. Joint Appointment of State Board; Appointed or Elected Chief

The governor, lieutenant governor and the speaker of the House appoint members to the state board in Mississippi. The state board appoints the chief state school officer.

In the state of Washington, the board of education is made up of 16 members ­—­ five of whom are elected by district directors (three for the western half of the state, two for the eastern); one at-large member elected by members of boards of directors of state-approved private schools; the superintendent of public instruction; seven members appointed by the governor; and two student members (non-voting). The chief state school officer is elected. Washington moved from a model whereby the state board was elected by district directors (local boards) to this model in January 2006.

D. Elected Board; Governor Appointed Chief

The governor appoints the chief state school officer who also serves as the executive secretary of the elected state board. Texas uses this model.

E. No State Board or Advisory Only; Elected or Appointed Chief

Minnesota and Wisconsin do not have a state board of education. New Mexico has an elected body (Public Education Commission), but is advisory only.

Minnesota and New Mexico – chief state school officer is appointed by governor

Wisconsin – chief state school officer is elected.

As Education Week's Alyson Klein reports, in this recent blog post about the just-completed NGA winter meeting, governors of both parties are AOK with the Administration's initial movement on ESEA reauthorization. NGA Chairman and Vermont Governor Jim Douglas, however, did invoke the word 'flexibility,' which is a tried-and-true part of the NGA mantra and which is being peddled far more aggressively by the NGA's sister organization, the National Conference of State Legislatures.

In today's meeting, which was part of the National Governors Association's Winter Conference, governors voiced "zero" concerns about federal intrusion in state business when it came to the Title I proposal, Secretary Duncan said in an interview with reporters outside the White House.

"This is being lead by the governors," he said. "We have to educate our way to a better economy. All of the governors understand this."

That's all well and good. But, the fact is, that some governors' opinions matter more than others, and some, while not wholly irrelevant, are hardly decisive actors. The fact that Race to the Top has empowered governors to take the lead in education reform conversations and to lead states' applications for these competitive dollars has changed the dynamic somewhat. Because they are not directly in charge of public education in most states, however, most governors cannot expedite change along the lines that the Obama Administration is calling for without attending to building relationships, cajoling, convincing, and achieving reform one step at a time.

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The Money Chase

Today's Wisconsin State Journal (Madison's daily paper) reports that Governor Jim Doyle soon will release a proposal to eliminate the state's existing law that restricts student assessment data from being considered in teacher evaluations. This step is in direct response to the 'ridiculous' label that U.S. Education Secretary Arne Duncan slapped on the state, and an attempt to qualify to apply for competitive Race To The Top funding under the American Recovery and Reinvestment Act.

The Governor apparently also will embed within this proposal a series of other policy items, including requiring a third year of math and science for high school graduation (first announced in his 2005 State of the State address) and a push for alternative teacher compensation.

Doyle didn’t say when he would release details of his proposal or whether programs would be introduced individually or as a package. But he said he’ll urge the Legislature to pass the reforms by early next year.

Doyle said he would propose changes that would:

• Better track student performance, from prekindergarten to college. “With that data you can make really sound decisions about what works and what doesn’t work — not based just on what one test shows but on the performance of students that have had certain kinds of schooling over time,” he said.

• Require students to pass three years of math and science before graduating from high school. Currently, a little more than 70 percent of Wisconsin high school students take a third year of math and science. A third of all districts require three years of math, while a quarter of all districts require three years of science.

• Revamp school finance and teacher pay. Doyle wants to let districts get out from under state revenue caps, imposed since 1993, if they work together on union contract negotiations, make employees use the state health plan unless they already use a cheaper plan, and revamp teacher pay, among other things. Money saved can be used to hire teachers and raise student achievement, Doyle said.

Lawmakers and the governor already wiped out the “qualified economic offer,” or QEO, which lets school districts impose a minimum wage-and-benefit increase of 3.8 percent if bargaining fails to produce an agreement.

That move, Doyle said, will spur the development of alternative pay programs.

“You’re finally going to begin to see some innovation in teacher compensation,” Doyle said.

The state teachers union -- the Wisconsin Education Association Council -- is cautiously supportive of the Governor's proposals.

But will these 11th hour changes, if successful, be enough for Wisconsin to race ahead of other states with greater reform credentials in the Race To The Top competition?

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Clout Goes To College - UPDATE

Here's an update on this blog post ("Clout Goes to College") from last week.


Chicago Tribune (6/10/2009): "University of Illinois shields data on clouted students"

The University of Illinois has refused a request by the Chicago Tribune for test scores and grade-point averages of applicants who appeared on its admissions clout lists, saying the release would violate privacy rights even if the students are not named.

Open records experts scoffed at [the] reason for withholding the information, saying the data do not identify the student and as such cannot be an invasion of privacy.

Experts point to a 2002 decision in which the University of Wisconsin was forced to turn over test scores, grade-point averages and class rankings. In that case, the Wisconsin Supreme Court ruled that when a request does not seek personally identifiable information, there is no overriding public-policy interest in keeping records confidential.

Chicago Tribune (6/10/2009): "Gov. Pat Quinn to create panel to probe U. of I. admissions"

Gov. Pat Quinn will appoint a panel Wednesday to investigate University of Illinois' admissions practices, stepping into the controversy nearly two weeks after the Tribune first reported the existence of a clout list for well-connected applicants.

Quinn's seven-member Admissions Review Commission, led by well-respected retired federal Judge Abner Mikva, will have 60 days to complete its work, according to an executive order expected to be signed by the governor.

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Here's To Your Health

The Wisconsin Governor's School Health Award is a worthy initiative that recognizes schools for creating environments that promote student health and support learning. (Disclosure: I was involved in the establishment of this program when I served as the Governor's education advisor.)

A number of national education organizations -- some supported by the Centers for Disease Control, Division of Adolescent and School Health -- have been active for years in supporting this type of work. They include the National Association of State Boards of Education and the National School Boards Association. In addition, the National Governors Association released a comprehensive policy brief on building healthy schools back in 2006.

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UPDATE: Milwaukee Voucher Program

Dr. Howard Fuller -- a Milwaukee-based national school voucher advocate, long-time champion of the Milwaukee Parental Choice Program, and former Milwaukee Public Schools superintendent -- today announced his support for greater regulation of voucher schools, as proposed by Wisconsin Governor Jim Doyle in his biennial state budget. (Nice summary of the Governor's proposal at Blogging MPS.)

I am glad to see that Governor Doyle has not backed away from the proposals he made for greater accountability in the voucher program back in 2005 and 2006--specifically, higher standards for voucher-school teachers and public reporting of standardized tests for each voucher school. With Democrats now in control of both houses of the Wisconsin Legislature, the path has been cleared for needed reforms to the program -- reforms in the best interest of students and parents.

Read more in Alan Borsuk's Milwaukee Journal-Sentinel story ("Key voucher advocate says more regulation, standards for program needed"). Excerpts below:

Howard Fuller, the former Milwaukee Public Schools superintendent who is now a central figure nationally in advocating for school choice, said he wants school leaders to join with Gov. Jim Doyle, legislative leaders and others in working out new ways to assure that students of all kinds have quality teachers in quality schools.

"We can't just keep wringing our hands about these terrible schools," Fuller said. "We have a moral responsibility to our children to not accept that."

Fuller was reacting both to a new set of studies of the voucher program and to a dramatically different situation for voucher supporters in the state Capitol.

In Madison, with both houses of the Legislature now controlled by Democrats, prospects are strong for passage of legislation pushed by critics of the voucher program that would impose stricter rules on many fronts. Such proposal have not passed in recent years because Republicans controlled at least one house of the Legislature and voucher leaders - including Fuller - resisted many of them.

In his state budget, Doyle called for changes in the voucher program, including requiring teachers to meet higher qualification standards and requiring the voucher schools to give standardized tests and report the results publicly.

"Many of the provisions he has in there are sensible and reasonable, and we ought to do this," Fuller said.

Reacting to specific proposals made by Doyle, Fuller said, "Who can argue with the need to have standards for how kids move from one grade level to another?" He said the same was true for such ideas as setting stricter standards for graduation, annual hours of instruction and handling of student records in a standardized way that allows such things as school transfers to be made smoothly.

The state Department of Public Instruction released a list recently of 57 new applicants to participate in the voucher program next fall. Most of them were people who have not run schools before and appeared to have little structure or backing for their plans.

"We've got to figure out a way to stop people (such as those) from starting schools in the first place," Fuller said. "Who in their right mind would argue that we don't have to do something like that?"

State law currently requires voucher school teachers to have high school diplomas. Fuller said, "Who could argue with a notion of a bachelor's degree for teachers?"

What about the private schools giving state standardized tests and making the results public?

"We clearly have to do that," he said.

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Will Darwin Take It On The Chin in Texas?

The Washington Post editorial page ('Strengths and Weaknesses') weighs in on the creationism debate in the Lone Star State.

Starting today, the state's board of education will consider whether the phrase "strengths and weaknesses" should remain deleted from the state's science standards. Debating strengths and weaknesses of various scientific theories might sound reasonable until you learn that those are supportive buzzwords for people who doubt evolution and want creationism taught in the classroom.

The force behind restoring the "strengths and weaknesses" language, which was stripped from the science standards in January after two decades, is Don McLeroy. He's the chairman of the State Board of Education. He is also a "young earth creationist" who believes the Earth was created by God no more than 10,000 years ago. Never mind plenty of scientific evidence that the planet has been around for a few billion years. The scary thing is that what's happening in Texas is by no means isolated.

So, in a state of 24 million people, this Mr. McLeroy is the best candidate that Republican Governor Rick Perry could find for the job of chair of the State Board of Education? Scary. Purposefully scary, I'll bet.

For more background, see here (6/3/08), here (7/21/08), here (1/22/09), and here (1/23/09).

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Dumb and Dumber

South Carolina Governor Mark Sanford's decision on the stimulus dollars is dumb.

The United States faces a Zimbabwe-style economic collapse if it keeps "spending a bunch of money we don't have," South Carolina Gov. Mark Sanford said Wednesday.

But with South Carolina's unemployment rate now the second-highest in the country, state lawmakers will attempt to override Sanford and take the $700 million if he turns it down, Lt. Gov. Andre Bauer said.

"They will use the total economic stimulus to stimulate the economy, jump-start it, so we can get out of the ditch we are in as a state and as a nation," Bauer, a fellow Republican, said in a written statement Wednesday.

But, as the parent of a two-year-old, this incident at an Arkansas day care facility is even dumber and completely inexcusable.

Ten children at a day care center drank windshield wiper fluid after a staffer served it from a container mistaken for Kool-Aid and placed in a refrigerator, authorities said Friday. The day care owner surrendered her state license Friday.

Doctors estimate the children, ages 2 to 7, drank about an ounce of the blue fluid late Thursday afternoon before realizing it tasted wrong, said Laura James, a pediatric pharmacologist and toxicologist at Arkansas Children's Hospital in Little Rock.

Only one child remained hospitalized Friday morning, after blood samples showed "measurable levels" of methanol, a highly toxic alcohol that can induce comas and cause blindness, officials said. The day care also provided the fluid for testing.

I hope the child hospitalized suffers no long-term consequences as a result of this idiocy.

---------------------------------------

UPDATE: Thankfully, all of the children appear to be OK.

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Who Says Democratic Governors Have A Monopoly on Education Policy?

In January 2006 Alabama Governor Bob Riley initiated one of the more thoughtful gubernatorial commissions focused on teacher quality in recent years. And the commission didn't produce a document to sit on a shelf or fatten up a web site, but its work is on-going and is having impact.

In just three years, the Governor's Commission on Quality Teaching -- led by former National Teacher of the Year Dr. Betsy Rogers -- has already impacted public policy in the Heart of Dixie. Its initial recommendations, released in November 2006, were central in leading to the creation of a statewide teacher mentor program and the development of new standards for the teaching profession.

The commission's latest recommendations focus on creating a professional pathway for teachers in addition to maintaining support for the Alabama Teacher Mentoring Program, continuing a biannual Teaching and Learning Conditions Survey, and reforming teacher preparation.

Read the Commission's complete report here.

1. Professional Pathways for Alabama Teachers - The Commission recommends that two systems be selected as “demonstration sites” to begin implementation of the Professional Pathways system. The Commission would raise $75,000 from private sources for a planning grant to work on development with the two systems beginning in the summer of 2009.

2. Improve the Quality of Teacher Preparation - This set of recommendations seeks to structure meaningful partnerships between Colleges of Education and P-12 schools and districts in order to improve both the academic and clinical preparation of prospective teachers. This includes a strong focus on Alabama-specific initiatives, such as the Alabama Reading Initiative and the Alabama Math, Science, and Technology Initiative (AMSTI). They also aim to increase the accountability of teacher preparation institutions for the quality of their graduates.

3. Consolidate and Expand Teacher Recruitment Efforts - These recommendations include a centralized and user-friendly teacher recruitment website, student-produced ads to highlight the opportunities provided by the teaching profession, and a pilot seminar course in teaching for high school students.

4. Improving and Expanding Alternative Certification - These recommendations seek to create new routes that encourage the best and the brightest to enter the teaching profession. They include (a) a partnership with Teach for America to bring talented young people from across the country to teach in high-needs areas in Alabama, (b) improving the quality of our current Alternative Baccalaureate Certification, and (c) creation of an adjunct certification to allow individuals with recognized expertise and experience in high needs disciplines to work part time in public schools.

5. Maintain and expand the Alabama Teacher Mentoring Program - The Commission recommends the continued funding of Alabama’s highly-successful mentoring program for first-year teachers and the addition of a low-cost program for second-year teachers that uses small groups to continue their training and enhance small learning communities in schools..

6. Adopt a new definition for professional development - The Commission recommends that the State Board of Education adopt the National Staff Development Council’s definition of professional development to clarify, enhance, and support the existing Professional Development Standards.

7. Continue the biennial administration of the Take 20 Teaching and Learning Conditions Survey - The Commission feels it is critical that we institutionalize the biennial administration of our teaching and learning conditions survey to all educators so that leaders can continually assess the state of their schools and plan for constant improvement. The Take 20 survey was recommended by the Commission in 2007 and first administered to all Alabama educators in 2008.

The idea of a professional pathway for teachers isn't a completely new idea. In 2001, under the leadership of then Governor Tom Vilsack, a Democrat, Iowa developed a teacher career ladder, a multi-tiered licensure system, as reported by Education Week. But due to funding constraints, this initiative was never fully implemented. The only parts that were enacted were a small pay hike and a teacher mentoring program.

But this idea is the wave of the future. Fewer and fewer young people are going into teaching as a life-long career. And fewer are going into teaching because of the limited opportunities for advancement while staying in the classroom. Opportunities to advance in the profession and be compensated for teaching excellence and leadership roles are needed. Right now, given the typical steps and lanes pay structure, the only way to make this happen is to move into educational administration or to leave public education entirely.

Although Democrats are often framed to be more pro-education than Republicans, and in reality often are, Alabama's Riley is a notable exception. His leadership has led to some real steps forward in public education in Alabama.

The Commission's efforts were recently featured in Education Week's Teacher Beat blog, in a post authored by Vaishali Honawar as well.

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Illinois Governor Arrested on Corruption Charges

Let the jokes about politics in Illinois begin...

Here is a lesson about how NOT to go about filling a political vacancy if you are a Governor. (Chicago Tribune: 'Illinois Gov. Rod Blagojevich Arrested on Corruption Charges')

Gov. Rod Blagojevich and his chief of staff, John Harris, were arrested today by FBI agents for what U.S. Atty. Patrick Fitzgerald called a "staggering" level of corruption involving pay to play politics in Illinois' top office.

Blagojevich is accused of a wide-ranging criminal conspiracy, including alleged attempts by the governor to try to sell or trade the U.S. Senate seat left vacant by President-elect Barack Obama in exchange for financial benefits for the governor and his wife. Blagojevich also is accused of obtaining campaign contributions in exchange for other official actions.

Innocent until proven guilty, of course. Either way, it would be pretty difficult to recover from his 13% approval rating. But, at least, he gets to keep his name on those Illinois Tollway signs, at least for a little while longer.

While in office, Blagojevich has been a decent education governor, providing needed resources to schools, but not tackling any of the truly vexing issues, such as school finance reform. That's all irrelevant in comparison to today's breaking news.

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...And It's Sarah Palin! Who?!?!

Word just leaked that Alaska Governor Sarah Palin (NGA bio) has been tapped by John McCain to be his vice presidential running mate. Certainly his choice is not an attempt to nail down Alaska's vote in the Electoral College. It is an obvious attempt to appeal to independent women voters (and any Clinton supporters Obama didn't win over at the Democratic Convention) and to counter Obama's youth and dynamism. How Palin will face up to Joe Biden in the VP debate is another question.

Here is an initial look into Palin's education record in a year-and-a-half as Alaska Governor.

(1) In her 2008 State of the State Address she had this to say:

Victor Hugo said, “He who opens a school door, closes a prison.” It's a privileged obligation we have to “open education doors.” ... Stepping through “the door” is about more than passing a standardized test. We need kids prepared to pass life's tests – like getting a job and valuing a strong work ethic. Our Three-year Education Plan invests more than a billion dollars each year. We must forward-fund education, letting schools plan ahead. We must stop pink-slipping teachers, and then struggle to recruit and retain them the next year.

We will enable schools to finally focus on innovation and accountability to see superior results. We're asking lawmakers to pass a new K-12 funding plan early this year. This is a significant investment that is needed to increase the base student allocation, district cost factors and intensive needs students. It includes $100 million in school construction and deferred maintenance. There is awesome potential to improve education, respect good teachers, and embrace choice for parents. This potential will prime Alaska to compete in a global economy that is so competitive it will blow us away if we are not prepared. Beyond high school, we will boost job training and University options. We are proposing more than $10 million in new funding for apprenticeship programs, expansion of construction, engineering and health care degrees to meet demands. But it must be about more than funds, it must be a change in philosophy. It is time to shift focus, from just dollars and cents to “caliyulriit,” which is Yupik for “people who want to work.” Work for pride in supporting our families, in and out of the home. Work for purpose and for action, and ultimately destiny fulfilled by being fruitful. It's about results and getting kids excited about their future – whether it is college, trade school or military.

(2) In her 2006 gubernatorial campaign, her education platform included:

A. Schools of Choice
B. Expanded Vocational Training Opportunities
C. Pre-Kindergarten
D. Competitive Teacher Salaries & Benefits

(3) Palin has been a strong supporter of the Alaska Statewide Mentor Project. The Alaska Department of Education & Early Development created the Project in partnership with the University of Alaska in support of their shared mission to improve academic achievement for students in Alaska. Through mentoring for beginning teachers, the goals of the program are to increase teacher retention and increase student achievement. The model is adapted from the New Teacher Center at the University of California, Santa Cruz.

Prior to being elected Governor in 2006, Palin had served four years on a city council and six years as a mayor of Wasilla, Alaska, a city of 6,000 people.

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America's Greatest Education Governor

The National Education Association (NEA) -- the nation's largest teachers' union -- recently awarded the title of "America's Greatest Education Governor" to North Carolina's Mike Easley.

While many such awards may seem hokey on their face, this is actually one that is well-deserved, based on Governor Easley's leadership on improving teacher quality and public education in North Carolina.

Easley pioneered Teacher Working Conditions surveys. As my New Teacher Center colleague (and North Carolina resident) Eric Hirsch says, assessing working conditions involves collecting data to determine what teachers want and need, and how their perceptions of various aspects of their jobs correlate with student achievement and teacher retention. Fundamentally, it's about helping schools create environments where teachers can thrive and students can succeed.

In addition, the NEA recognized Easley's leadership on three other policy initiatives:

• The More at Four pre-kindergarten program for at-risk four-year-olds;
  
• The Learn and Earn initiative, which allows high school students to jump-start their college education through 42 Learn and Earn high schools located on community college or university campuses; and
  
• EARN grants, which have allowed approximately 25,000 students from low- and moderate-income families to receive up to $8,000 of financial aid over two years.

Easley was first elected Governor in 2000 and will complete his second term in office at the end of 2008.

Read the NEA press release

Read more on teacher working conditions here and here

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