Fwd: [ARN-state] Fw: [care] A Broader, Bolder Approach to Education

[Susan Harman <susanharman@igc.org>]

I think I may have already sent this out. If so, sorry for the dupe. Is the worm
turning?

Susan

Begin forwarded message:

  From: "Monty Neill" <monty@fairtest.org>

  Date: Tue Jun 10, 2008 10:38:00 AM US/Pacific

  To: <ndsgroup@yahoogroups.com>, <rs@criticalteach.org>,
  <ARN-state@yahoogroups.com>, "ARN-L" <arn-l@interversity.org>,
  "arn2-strategy" <arn2-strategy@yahoogroups.com>

  Subject: [ARN-state] Fw: [care] A Broader, Bolder Approach to Education

  Reply-To: ARN-state@yahoogroups.com

  ----- Original Message -----

  From: Lisa Guisbond

  A major new education initiative echoes a lot of what the Whole Child
  Campaign, CARE, Citizens for Public Schools, FairTest and others have been
  talking about in terms of a broader approach to looking at school quality and
  improvement. It also brings together a star-studded list of prominent
  educators and others, some coming from seemingly disparate perspectives,
  e.g., Richard Rothstein, Pedro Noguera, Linda Darling-Hammond and Deborah
  Meier, on one hand, and Tom Payzant, Robert Schwartz (Achieve) and Susan
  Neuman (who worked to push NCLB for the Bush administration but has recently
  had second thoughts) on the other. Worth reading their full statement at the
  web address below and then you can choose to sign on, if you wish.

  Lisa G.

  1999,1999,FFFFhttp://www.boldapproach.org/

  A Broader, Bolder Approach to Education

  The Broader, Bolder Approach to Education is the product of deliberation by
  leaders with diverse religious and political affiliations, and experts in the
  fields of education, social welfare, health, housing, and civil rights. The
  statement examines areas that research shows must be addressed if we are to
  keep our promises to all ofAmerica's children.

  More than a half century of research has documented a powerful association
  between social and economic disadvantage and low student achievement.
  Weakening that association is the fundamental challenge facingAmerica's
  education policymakers.

  The nation's education policy has typically been crafted around the
  expectation that schools alone can offset the full impact of low
  socioeconomic status on learning, a theory embodied in the No Child Left
  Behind law, which passed with bipartisan support in 2001 and is now up for
  reauthorization. Schools can ameliorate some of the impact of social and
  economic disadvantage on achievement. Improving our schools, therefore,
  continues to be a vitally important strategy for promoting upward mobility
  and for working toward equal opportunity and overall educational excellence.

  Evidence demonstrates, however, that achievement gaps based on socioeconomic
  status are present before children even begin formal schooling. Despite
  impressive academic gains registered by some schools serving disadvantaged
  students, there is no evidence that school improvement strategies by
  themselves can substantially, consistently, and sustainably close these gaps.

  Nevertheless, there is solid evidence that policies aimed directly at
  education-related social and economic disadvantages can improve school
  performance and student achievement. The persistent failure of policymakers
  to act on that evidence — in tandem with a schools-only approach — is a major
  reason why the association between disadvantage and low student achievement
  remains so strong.

  Read the full statement

  Read news release
  __._,_.___
  Your email settings: Individual Email|Traditional

  Change settings via the Web (Yahoo! ID required)

  Change settings via email: Switch delivery to Daily Digest | Switch to Fully
  Featured

  Visit Your Group | Yahoo! Groups Terms of Use | Unsubscribe

  __,_._,___

Vote in the National Cheney Impeachment Poll

http://www.usalone.com/blogvoices.php?Cheney%20Impeachment%3F

Add this text to your own email and blog signatures!