The Center for Education Reform, the nation’s leading voice for structural and substantive change in education, congratulates President Obama on his reelection. We praised the President in his first term for reminding the nation of our serious problems with K-12 education, and for working energetically to spread the word and seek change. We were concerned the Administration was too beholden to the national teachers unions, and that this support was an impediment to meaningful reforms that could lead to better schools and more educational choices.

We offer the following suggestions for the President in his second term:
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This election roundup is courtesy of a special edition of the Policy Innovators in Education (PIE) Network newsletter, “Special Election Issue: Results with implications for education reform .”

Early observations about election results that could have an impact on issues of interest to education reformers:
 

States with network member groups
ALABAMA: Proposition 4 - Defeated
Prop 4 would have removed antiquated language from the state’s constitution that allowed schools to be segregated. The state’s teachers union opposed the amendment, saying that it didn’t go far enough. 

ARIZONA: Proposition 204 – Defeated.
The Quality Education and Jobs Act would have provided at least an additional $625 million to K-12 education in the first year through a one-cent sales tax increase and also prevented state lawmakers from cutting school funding.
Proposition 118 – still too close to call 
The ballot measure meant to stabilize trust land payouts to K-12 education in Arizona remained too close to call at press time. Unofficial returns showed Proposition 118 trailing by about 1 percentage point.

CALIFORNIA: Proposition 30 – Passed
Prop 30 increases personal income taxes on annual earnings over $250,000 for seven years. Governor Brown said rejection would cause huge midyear cuts to K-12 education.
Proposition 32 – Defeated
This “paycheck protection” measure would have eliminated unions’ primary fundraising tool and deductions from members’ paychecks for political campaigns. It would also have curtailed union and corporate contributions to political candidates.

COLORADO: Denver Ballot Measures 3A & 3B  - Passed
These two measures fund art, music, and physical education classes; more room in early childhood education programs and full-day kindergarten for all students; safer, improved school buildings and learning environments; and 21st century technology in classrooms.

FLORIDA: Amendment 8 – Defeated
The “Religious Freedom” amendment, if passed, would have removed language from the state’s constitution banning religious institutions (including schools) from receiving taxpayer money.

GEORGIA: Resolution 1162 – Passed
The constitutional amendment will allow the state to re-establish

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by Howard Blume
Los Angels Times
October 12, 2012

The following are edited excerpts from telephone interviews and email exchanges with leading education analysts, writers and researchers regarding the policies and positions of the presidential candidates.

Michelle Rhee

Chief executive, StudentsFirst; former chancellor, District of Columbia Public Schools

Both support expanding educational options for families. President Obama did this, for example, by encouraging states to get rid of unnecessary caps on public charter schools through Race to the Top . At the same time, Gov. Romney supports dramatically expanding choices parents can make about where to send their kids to school. But he doesn’t tie that increased flexibility to strong rules ensuring any school — private or public — that takes the public funds will be held accountable for student learning.

Jonathan Kozol

Author whose books about education include “Death at an Early Age” (1967) and “Savage Inequalities” (1991). His new book is “Fire in the Ashes.”

As we saw in Wisconsin, there is a constituency out there that would like to do away with public-sector unions. The teachers are the loudest of those unions. Romney could not do away with teachers unions, but I think he will do his very best to move us in that direction.

President Obama simply wants to challenge the teachers unions to be more flexible in their demands but obviously recognizes they have a useful role in our society.

I regret the President’s apparent willingness to continue relying on standardized exams in evaluating teachers because I think it’s a simplistic way of judging what happens in the classroom and excludes so many aspects of a good education that are not reduceable to numbers.

The President recognizes that a demoralized teaching force is not going to bring passionate determination to the education of children — no matter how you measure them, castigate them or

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A summary of what the Chicago Teachers Union said it “won” and “wanted to win but didn’t,” published in the Chicago Tribune:

“Our brothers and sisters throughout the country have been told that corporate “school reform” was unstoppable, that merit pay had to be accepted and that the public would never support us if we decided to fight. Cities everywhere have been forced to adopt performance pay. Not here in Chicago! Months ago, CTU members won a strike authorization vote that our enemies thought would be impossible- now we have stopped the Board from imposing merit pay! We preserved our lanes and steps when the politicians and press predicted they were history. We held the line on healthcare costs. We have tremendous victories in this contract; however, it is by no means perfect. While we did not win on every front and will need to continue our struggle into the future; we soundly defended our profession from an aggressive and dishonest attack. We owe our victories to each and every member of this rank and file union. Our power comes from the bottom up.”

” is a side by side comparison that demonstrates how far we’ve come in these tense, protracted negotiations with the Board.”

“Romney, Obama Clash Over Education”
by Laura Meckler
Wall Street Journal
September 25, 2012

The presidential candidates offered clashing views on education, with Republican Mitt Romney delivering some of his harshest judgments on teacher unions and President Barack Obama defending them.

Mr. Obama attacked Mr. Romney for wanting to cut education spending, while Mr. Romney said it’s wrong to saddle young people with more federal debt. The conflicting views came in separate interviews for NBC’s Education Nation summit, which covered a range of education topics.

“The teachers union has a responsibility to care for the interests of the teachers. And the head of the national teachers’ union said at one point, ‘We don’t care about kids. We care about the teachers.’ That’s their right,” Mr. Romney said.

He was referring to a 2009 speech by the National Education Association’s former general counsel, Bob Chanin, who was making a different point. He wasn’t suggesting that the union doesn’t care about children, but arguing that the NEA is an effective advocate for its point of view “not because we care about children” but because of the union’s political power.

Mr. Obama, in his interview taped over the weekend, said, “I think Gov. Romney and a number of folks try to politicize the issue and do a lot of teacher bashing.”

“When I meet teachers all across the country, they are so devoted, so dedicated to their kids,” he said.

The Obama administration has taken some heat from unions by pushing for more charter schools and seeking to tie compensation to student achievement. Mr. Obama described that as trying to “break through this left-right, conservative-liberal gridlock.”

Mr. Obama said that education reform isn’t enough, though, and must be accompanied by adequate public spending. On the campaign trail, he often mentions education as one of the areas where the nation should spend more

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by Ben Wolfgang
Washington Times
September 23, 2012

With Chicago’s ugly strike behind them, teachers unions are regrouping with a public relations blitz, meant to both repair a tarnished image and rally members who are under more fire than ever.

The American Federation of Teachers (AFT), the parent organization of the Chicago Teachers Union, will hold town halls, workshops and other events in the coming weeks in New York, Philadelphia and nearly a dozen other major cities, the labor group announced Friday.

The move, analysts say, shows that unions aren’t backing down after the Chicago strike, which lasted more than a week and grew out of a bitter battle with Mayor Rahm Emanuel over teacher evaluations, salaries and other issues.

Rather than unions’ Waterloo, the Chicago walkout likely was a precursor of things to come.

“Unless the balance of power changes, there will be another strike,” said Jeanne Allen, president of the Center for Education Reform and critic of teachers unions. “Just because to spark a revolution against this.”

The strike was first time in more than 25 years that Windy City teachers walked off the job. The standoff with Mr. Emanuel, a former chief of staff for President Obama, was resolved with concessions from both sides.

Teachers will get an average 17.6 percent pay raise, significantly less than the 30 percent hike initially sought, over the next four years. The union successfully fought off Mr. Emanuel’s efforts to have student test scores count for as much as 45 percent of teacher evaluations, negotiating the number down to no higher than 30 percent, according to terms of the deal.

Teachers also succeeded in resisting merit pay and

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Choice Media
September 20, 2012

The great Chicago teacher strike of 2012 has ended, and it’s time for Ed Reformers to look back and decide what really happened.  We know kids didn’t go to school for 7 days.  We know the union extracted a 17.6% raise from Mayor Rahm Emanuel and succeeded in getting merit pay dropped from consideration.

The Chicago Sun-Times today said the Union President Karen Lewis won congratulatory messages from the likes of Gloria Steinem, as well as supporters in Australia, France, Italy & Canada.  It also says she basked yesterday in what some say is her new status as a union rock star.

With all this, how are prominent education reformers summing up the results of the Chicago strike?

Jeanne Allen is with the Center for Education Reform.

“Sure the Chicago unions won. They got even more that wasn’t on the table to begin with. They threw an additional time off for professional development days. There were some healthcare benefits they had. I mean they loaded this thing, and yet at the end of the day, Rahm Emanuel still declared victory. Strange how he can declare victory when 350,000 kids were out of school for more than a week and the unions won.”

“Yeah, I think one of the more interesting and quieter points that was covered in the media was when they reported that AFT President, Randi Weingarten, was on the phone with Secretary Duncan over the weekend, discussing how they could have an end to the strike, and yet at the same time she kept distancing herself and saying, ‘This is a local issue.’ So this was absolutely about politics. At the end of the day, just deal with it. Make it go away. ‘Make it go away Rahm,’ is I’m sure what happened. Plus, ‘Rahm, don’t you want

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by Fawn Johnson
National Journal
September 19, 2012

There is a bright spot to the Chicago Teachers Union strike that ended Tuesday after keeping the city’s kids at home and its public-school teachers picketing the streets: People are actually talking about education.

They are saying things like this: “When you have two-thirds of our children not college- and/or career-ready and we spend more per student than any country in the world, that is a societal problem. What’s going on in Chicago is sort of a leading indicator of things to come.” That’s Florida’s former Republican Gov. Jeb Bush on MSNBC. Bush is an advocate of student assessments who occasionally clashes with teachers unions.

Or this: “The more difficult task is to make sure the right people are getting into the classroom. I think it is the wrong mental model to let anybody in and then make it easier to fire our hiring mistakes.” That’s National Education Association President Dennis Van Roekel on C-Span. NEA is not involved in the specifics of the strike, but it is supporting the Chicago union in principle.

Voters care greatly about education. In a Pew Research poll earlier this year, 72 percent of respondents rated education as “very important” to their vote. Yet both presidential candidates have largely ignored the concept in their campaigns. For whatever reason, education isn’t the kind of winner that moves the dial for a candidate in the electorate.

“People typically put education in their top three, or at worst, top six issues. But I believe they don’t know how to vote on education. They are so convinced that schools are local,” said Jeanne Allen, president of the Center for Education Reform, a group that is critical of teachers unions.

Allen says the Obama administration isn’t weighing in on the Chicago dispute because it is afraid

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Dear Friend,

Are we in Russia??

I thought the strike was bad enough. Thousands of children out of school who are already 2-3 years behind on average, if not 5 or 6! Parents with no power, staff at failing schools who continue to get paid in spite of it all.

But the contract outline prepared by the Chicago Teachers Union really takes the cake:

“Our brothers and sisters throughout the country have been told that corporate ‘school reform’ was unstoppable, that merit pay had to be accepted and that the public would never support us if we decided to fight. Cities everywhere have been forced to adopt performance pay. Not here in Chicago! Months ago, CTU members won a strike authorization vote that our enemies thought would be impossible-now we have stopped the Board from imposing merit pay! We preserved our lanes and steps when the politicians and press predicted they were history. We held the line on healthcare costs. We have tremendous victories in this contract; however, it is by no means perfect. While we did not win on every front and will need to continue our struggle into the future.”

Their struggle? For what? To ensure that they always come first over kids? That they control the education system and not the results?

They might as well have said “Dear Comrades!”

Pity the highly successful teacher who was on the picket line due to no fault of her own. Becoming a teacher in most public school systems today comes with mandatory membership in the union. Oh sure, technically you can choose not to join the union, but making that choice will mean getting harassed by the leadership and still paying agency fees for the bargaining they do on your behalf.

That bargaining resulted in the strike that ended last night. Not only did the union

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(CER President Jeanne Allen shared her thoughts with reporters in an email earlier this week. We thought everyone has a right to know what’s happening.)

The teacher evaluation piece in the Chicago contract negotiation is so weak to start that it’s almost unfathomable that the union would waste political capital on this piece. Have you looked at what the evaluation language of the new law and the Mayor’s demands actually say? It is not, as some have reported, about finite test scores. The 25% now and 40% later of evaluations that are said to be determined based on test scores are not based on one formula, yet. It’s fuzzy, as it has been in most laws recently passed and most contracts. Evaluations can include test scores, but how and who decides is still up in the air. This is not unusual in any case today, but it is underreported.

Take DC, for example. Teachers are evaluated against an average composite of predicted scores for certain kids. The extent to which their kids, over time, meet or exceed the predicted scores for similar kids is PART of their overall evaluation. “Performance” in IMPACT also includes peer, principal and some district observations, as well as factors relating to the school as a whole. And that’s only part of it. The comparisons are done by the research organization, Mathematica – externally evaluated – not a principal reviewing individual test scores.

These factors – who evaluates, how, based on what, over what time, and what the 25% of evaluation actually means (!!) has yet to be determined.

The union is not striking against evaluations, but they are using it to incite their members without informing them it has yet to be determined. They are striking against the notion that ANY evaluation is on the

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