Idaho could benefit from examining the successful models of several States and hiring a professional grant writer and some technical experts who could better inform the development of a better-conceived application to fund the work that the State so desperately needs.
You might be excused if you assumed the phrase “Ineffective human capital Investments” is a relic of a central planning communist Stalinesk era. After all, we would never assume to treat teachers, let alone students, as widgets mass produced on a national scale would we?
Yet, that is exactly not only the tone, but the message being sent by the latest National Governors Association guide to building a robotic, ahem human, workforce. Their latest report (you just can’t make this stuff up) is titled “A Governor’s Guide to Human Capital Development.”
Despite consistent criticism from educators around the state to tying compensation and certification to student growth as measured by standardized tests (SBAC), the Tiered Licensure Committee continues to insist that compensation and teacher certification be tied to student test scores.
Recently National Education Secretary Arne Duncan announced that the federal government will be changing the way in which it allocates federal money for special education services to states. Secretary Duncan wants to tie test scores for special education to the amount of money a state receives from the federal government for reimbursement of special education services.
The logic is simple: states that send back high special education student test scores will get more money, those with lower scores will get less or even no money. Surely this will improve student learning, right? Clearly No Child Left Behind’s (NCLB) emphasis of tying student test scores to federal money was a major success! Cloning NCLB tools for special education students sounds like a real winner.
The goal of NPE is to connect all those who are passionate about our schools – students, parents, teachers and citizens. We share information and research on vital issues that concern the future of public education at a time when it is under attack.