15 States, D.C. Named 'Race to the Top' Finalists

March 4, 2010 RSS Feed Print

MIAMI — The U.S. Department of Education named 16 finalists Thursday in the first round of its "Race to the Top" competition, which will deliver $4.35 billion in school reform grants.

Selected from a pool of 41 applicants are: Colorado, Delaware, the District of Columbia, Florida, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina and Tennessee. The winners will be chosen in April, and a second round of applications accepted in June.

"These states are an example for the country of what is possible when adults come together to do the right thing for children," U.S. Secretary of Education Arne Duncan said.

The grants are designed to reward states that have adopted and will continue implementing innovative reforms to improve student performance. The money is part of President Barack Obama's economic stimulus law, which provided an unprecedented $100 billion for schools. Much of that has gone toward preventing teacher layoffs and addressing other budget concerns. The $4.35 billion "Race to the Top" fund is targeted specifically for education reform.

Applications were read and scored by panels of five peer reviewers. Those with the highest average score were selected to visit Washington later this month to present their proposals. The Education Department said it expects no more than half of the money to be awarded in the first phase of the competition.

Duncan said they are setting a high bar in the first phase and anticipate few winners.

"But this isn't just about the money," Duncan said. "It's about collaboration among all stakeholders, building a shared agenda, and challenging ourselves to improve the way our students learn."

Duncan has said the money could go to a total of 10 to 20 states.

The Education Department asked states to concentrate their proposals on four areas prioritized in the Recovery Act: adopting standards and assessments to better prepare students for careers and college; getting high-quality teachers into classroom; turning around low-performing schools; and creating data systems to track performance.

States also were required to be legally permitted to link student performance data to teacher evaluations.

North Carolina, one of the states named a finalist, sought $4.69 million over four years to expand use of computer-based assessments that evaluate students throughout a school year.

"Every child in this state must graduate prepared to go on to college, a career or technical training," Gov. Beverly Perdue said. "And we can accomplish that through innovation and rethinking the way we track our students' progress."

Critics have questioned the timing, saying the administration is out of touch with state budget needs in putting forward billions in reform at a time when many districts can barely afford basic necessities.

Florida's K-12 education budget is facing a roughly $1 billion shortfall, including a $778 million reduction in local property taxes because of falling real estate values. The rest is due mainly to increased enrollment from an influx of Haitian children displaced by the earthquake there and former private school students no longer able to afford tuition.

"You can always say now is not the right time for change," said Amy Wilkins, vice president for government affairs and communications at The Education Trust. "But the fact is that improving education is sort of a linchpin in improving the economic health of the country. So we have to do this now."

Questions have also been raised about the department's approach in rewarding states that have a history of past success through education innovation, rather than those now looking to enact reform.

"Yet there is some merit to the argument that we only learn by bringing to light what best practices look like," said Brenda Welburn, executive director of the National Association of School Boards of Education.

Eastern states dominated the list of first round finalists, with just one, Colorado, named from the West.

All the winners except Delaware and South Carolina got financial help from the Bill & Melinda Gates Foundation in preparing their "Race to the Top" application. The foundation gave many states grants of up to $250,000 each to pay for a consultant to help them craft their application.

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The Race to the Top Left the

Teaching (Non) Profession Behind

There are some great teachers, and even some great Teacher Preparation programs, but these are random occurrences where consistency is essential. The reason is simple: Professional Education is missing fundamental standards found in all other professions. There is no standard curriculum, no sincere effort to identify Best Instructional Practices, and truckloads of weak consultants and players with diluted degrees serving up their own brands of Faculty Development. To be called a profession it is imperative that a profession, one way or another, needs to convene a rolling forum to collect and prioritize the core content of principles and practices that every member ought to know. Ironically, Teachers worldwide are being held to standards for annual yearly progress of their students. Meanwhile, Professors, Learned Societies & commercial schools, and some painfully self-serving non-profit foundations and Universities never even address the need for solid pedagogic content. Worse, those that do publish material under titles referencing Best Practices are quite simply hype, if not fraudulent. The current crop of in-charge “Leaders” dangerously resembles the Investment Bankers who remain in charge of the economic systems that they nearly bankrupted. Perhaps the only way to expose and reform this systemic disaster would be a class action by teachers &/or parents & students against all of us who have been complicit in these myriad layers of self-interest actions bordering on malpractice.

Since the likelihood of legal action is a remote it would be wonderfully unprecedented for a leveraged agency, such as the US Department of Education to hold a convention of the nation’s leading educators to consider and ideally endorse a covenant of principles and more importantly prescriptive practices ideally on a website that transparently allows these to be challenged, tweaked and further specified for different age-grade-situational conditions. Additionally, such a rolling convention also could address differentiated staffing based on what schools are expected to do, and with a differentiated set of Best Practices for each function, like doctors and nurses, attorneys and paralegals, etc.. Schools are expected to carry-on three essential although overlapping functions: 1. Teach new concepts, content and a positive disposition toward self-directed learning; 2. Provide assessment and supervised practice in these objectives; and, 3. Operate a massive custodial role that keeps students in school for at least seven-nine hours a day for about 200 days a year for about 13 years, and now through at least 2 more years of college. Our labor market and economic system depend on schools to meet these criteria at the very least. The problem is not the expectations, but that staffing, and organization do not reflect these three societal essentials. And, sadly there is no free market in which to buy the best id

Anthony Manzo of CA 4:25AM March 27, 2010

while sincerely applauding the Gates Foundation for their generosity - we wonder how many states which were given money to pay for an application consultant were NOT named as finalists?

also is there any fund which gives outstanding individual teachers monetary recognition for their classes and their schools?

when many high schools all across America graduate 65% {some at best} of their incoming freshman classes - society as a whole pays the price

no HS diploma = no jobs = drugs = crime to pay for their addictions = overburdened police & justice systems plus burgeoning prisons & parole failures . . . not to mention the horrific toll it takes on families

EVERYTHING IS INTER-RELATED -- and sadly continuting to throw money at the symptoms WITHOUT also addressing the root causes - only ignores the underlying problems & often enables the vicious cycle to self-perpetuate!

while it is worthy to recognize those states which are doing well - more states which are struggling will fall further behind

clearly lack of a good education does NOT stop at each state's borders

while yes educators must be held accountable - "teaching to a test" has not proven to be the best way for a child to actually LEARN!

when we fail our kids - we fail our future - and ultimately it is ALL AMERICANS {regardless of home state} that bleeds & suffers

{mho fwiw}

tiger lily of DC 4:30AM March 05, 2010

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