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Students Would Benefit from Diverse Virtual Schools (Sarah Brodsky)

What kind of student enrolls in a course online? It could be someone who needs to do remedial work, or a student who wants to study more challenging material at a higher grade level. Students who are home schooled, whose high schools don’t offer advanced placement courses, who want to take an additional foreign language, or who just want to work at their own pace might all benefit from virtual school. These students are each looking for different things when they sign up for online courses. But under Missouri’s current Virtual Instruction Program, they have to settle for one-size-fits-all online instruction.

Other states allow students to choose between competing virtual public schools. Some virtual schools have developed their own curricula, while others use online instructional programs sold by private companies. If Missouri followed the lead of other states and offered more virtual school options, Missouri’s virtual school could give students the individualized education they want.

Washington is a good example of a state with a variety of online public schools. Washington students can choose from 26 different virtual public schools. Students don’t have to enroll in one program set up by the state; instead, they can enroll in online academies that public school districts have set up in addition to their brick-and-mortar buildings. Families can borrow the required computers and other materials from the districts. The equivalent of this in Missouri would be if students in Saint Louis City could enroll in, say, a Ladue Virtual Academy and receive the same education as students in the suburbs—without having to spend hours on a bus every day.

A state doesn’t need dozens of virtual schools to create competition. When even a few virtual schools compete, they’re responsive to parents’ requests. Missouri parents were upset when they found

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Spare Us the Spin (Neal McCluskey)

Last week, when I heard that the new National Assessment of Educational Progress (NAEP) civics and U.S. history results were about to be released, my curiosity was piqued. No, not in anticipation of finding out whether the results would be dismal or dismal-er, but because I really wanted to see how the Bush administration would handle the news, good or bad. Schools aren’t held accountable for civics and U.S. history under the No Child Left Behind Act (NCLB) and I couldn’t wait to see how the administration would somehow tie the results to its favorite law.

Even though I’m pretty jaded about federal education policy, even I was caught a bit off guard by how Secretary of Education Margaret Spellings spun the at-best moderate improvements in civics and U.S. history:

For the past five years, No Child Left Behind (NCLB) has focused attention and support on helping students become stronger readers. The release today by The Nation’s Report Card on U.S. History and Civics proves NCLB is working and preparing our children to succeed….

These results are a testament to what works. As students’ skills in reading fluency and comprehension strengthen, so does their ability to do well in other subject areas. While critics may argue that NCLB leads educators to narrow their curriculum focus, the fact is, when students know how to read and comprehend, they apply these skills to other subjects like history and civics. The result is greater academic gains.

Okay, I can see the conclusion that NCLB isn’t narrowing the curriculum. While NAEP improvements are far from proof of this, the fact that scores went up (though only slightly) certainly casts some doubt on the narrowing theory. But that NCLB’s focus on reading drove history and civics scores up? Come on.

The

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Should Mayors Take Over Schools in Their Cities? (Kevin P. Chavous)

All over America, mayors are looking to get more directly involved in the nitty-gritty of public education in their cities. Over the past several years, mayors in Boston, Baltimore, Chicago, Indianapolis, St. Louis, Cleveland, Los Angeles, Newark, New York and Washington, D.C. have weighed in on the school reform issue.  Citizens looking for real change also are relying more on mayors and local legislators to fix our schools.  In response thereto, mayoral involvement in public education is a quantum leap different from what it was 10 years ago.

In Chicago, Mayor Richard Daley used his Renaissance 2010 schools reform proposal as a means to energize the local Chicago business community to become personally involved in changing public education. In Los Angeles, Mayor Antonio Villaraigosa campaigned hard for a slate of school board candidates dedicated to his reform efforts.  In Newark, Mayor Cory Booker has promoted a reform agenda driven largely by city council change agents and choice supporters led by Councilmember Dana Rone.  In Washington, D.C., Mayor Adrian Fenty recently received approval from the D.C. Council to take control of the entire Washington, D.C. public school system.  Mayor Fenty has said that this is his administration’s top priority.  In New York, Mayor Michael Bloomberg has worked side by side with schools Chancellor Joel Klein to institute major reforms in the New York school system.  They have fostered a strong mix of charters and traditional schools along with a renewed focus on leadership development with their groundbreaking principal’s academy.

In Indianapolis, Mayor Bart Peterson became the first Mayor in America to become a charter school authorizer.  He has now authorized some of the best schools in the state.  What is more interesting is that a couple of school districts that adjoin the center school district of Indianapolis have asked to

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