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Changing the Game: The Federal Role in Supporting 21st Century Educational Innovation


Ohanian Comment:Here is a pitch for "a robust new federal Office of Educational Entrepreneurship and Innovation within the Department of Education." Watch for it to become part of President Obama's plan.

Sara Mead has worked for the Progressive Policy Institute, the so-called Third Way Democrats. I've been warning about them for years. Andrew Rotherham launched the Progressive Policy Institute's 21st Century Schools Project. You can put his name in a search on this site. He calls me paranoid; I call him worse.

You can read a debate between Rotherham and Gerald Bracey on NCLB here.


Sara Mead, Director, Early Education Initiative, New America Foundation
Andrew J. Rotherham, Co-Director, Education Sector

The Brookings Institution

Executive Summary


To resolve dramatic disparities in educational achievement and ensure future American workers are globally competitive, the federal government needs, as it has in the past, to change the game in public education.

A robust new federal Office of Educational Entrepreneurship and Innovation within the Department of Education would expand the boundaries of public education by scaling up successful educational entrepreneurs, seeding transformative educational innovations, and building a stronger culture to support these activities throughout the public sector.

America's Challenge
Significant educational achievement gaps and stagnating attainment threaten the nationâ's ability to fulfill its promise of equal opportunity and successfully compete in the global economy. In both reading and math, fourth graders from urban public schools--whose students are disproportionately poor and minority--are roughly a year-and-a-half behind their suburban peers. U.S. 15-year-olds trail their peers in 23 other countries in math and 11 other countries in reading. Slipping trends in educational attainment point to a real possibility that young Americans today may be less well educated than the previous generation, and experience lower living standards as a result.

Limitations of Existing Federal Policy
Despite the progress that a growing generation of educational entrepreneurs has achieved in educating low-income and minority students, current federal efforts in public education fail to meaningfully support these entrepreneurs, or drive the innovation necessary to generate real increases in educational productivity. The No Child Left Behind Act's accountability measures were not accompanied by the support necessary to spur real innovation to improve student learning. Political, funding, and programmatic hurdles hinder the effectiveness of existing federal initiatives to stimulate educational innovation. Federal support for much-needed educational research and development under-prioritizes the development aspect of implementing and scaling new models.

New Federal Approach
The federal government should catalyze a culture of innovation and entrepreneurship in public education through a new Office of Educational Entrepreneurship and Innovation (OEEI) within the U.S. Department of Education. With a small and nimble staff and an independent review board, OEEI would strategically collaborate with entrepreneurs, innovators, philanthropists, and state/local governments to:

* Scale up successful educational entrepreneurs such as charter school networks, human capital suppliers, providers of technology and out-of-school supports, and capacity-building intermediaries through a new Grow What Works fund of up to $300 million annually
* Foster transformational educational innovations by investing $150 million annually into longer-term, high-risk but high potential payoff educational R&D through the new Education Innovation Challenge
* Build a stronger culture of entrepreneurship and innovation at the federal level and nationwide by eliminating barriers to new and innovative educational approaches, highlighting educational issues of national significance, and building networks of educational entrepreneurs to help them exchange best practices; identify high-quality human capital; and realize potential synergies

Educational Entrepreneurs Are Redefining the Potential of Public Education

At least five major strands of educational entrepreneurship exist in America today: founders of new public schools or networks of
schools; suppliers of human capital; purveyors of student learning tools; providers of supplementary supports for student learning;
and supporters of other educational entrepreneurs. Examples include:

Knowledge is Power Program (KIPP): A large national charter school network, KIPP has demonstrated student math and reading learning gains that far exceed national norms based on independent evaluations.

Teach for America (TFA): Over 20 years TFA has recruited,trained, and placed 20,000 recent college graduates as teachers in high-need school districts. Independent studies find that students taught by TFA teachers made greater gains in math achievement over a school year than their peers in non-TFA classrooms.

Wireless Generation: The firm markets technology used by over 100,000 teachers in 49 states, allowing schools to track student reading skills by using handheld computers to automatically upload data to be analyzed by web software. More here.

College Summit: Since its founding in 1993, this nonprofit organization has provided college preparatory counseling to more than
35,000 low-income high school students. Schools partnering with College Summit have significantly increased the percentage of their graduates who enroll in college. More here.

New Schools Venture Fund: A venture philanthropy founded in 1998 that has invested more than $70 million in more than 25
educational entrepreneurs, New Schools also provides these entrepreneurs ongoing strategic advice and management assistance, and works to build connections among the entrepreneurs in its
portfolio.

— Sara Mead and Andrew J. Rotherham
Brookings Institute

2008-10-16

http://www.brookings.edu/reports/2008/1016_education_mead_rotherham.aspx

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