For non-traditional forms of educational programs and delivery, what
should the ROLE of the state be? For example, should the state: (a)
decide which models should be used and under what circumstances, (b) set
accountability standards school districts must meet when they decide to
use such models, (c) encourage and publicize research regarding which
models are effective or ineffective in which situations, (d) encourage
use of models that have demonstrated effectiveness? (Non-traditional
programs include small schools, magnet schools, distributed
learning/distance education, home schooling, and others.
- Most participants wanted to see the state encourage the use of
alternative approaches with a minimum of red tape. Other possible roles
for the state relative to non-traditional approaches included observer
and data collector, ensure that alternatives are standards-based and
evaluated, provide incentives for innovation/sanctions for maintaining
failing systems, educate parents, monitor, decrease restrictions on
educational delivery.
- One participant wished to remove the adversarial atmosphere between
traditional public and alternative programs.
- Participants discussed the benefits/drawbacks of "thoughtful
experimentation" and "demonstrated effectiveness" of different modes.
- Charter schools, in particular, were mentioned as providing more
opportunities for teachers and students because of their greater
flexibility, which the state should foster not restrict, monitor, not stifle.
- If citizens are to embrace progressive improvement of our schools,
then the state's role must be to (1) encourage experimentation, (2)
require and enable (with money) the serious evaluation of experiments,
(3) establish a clearinghouse for data about different modes and their
effectiveness, and (4) allow parents more ability to choose between
different modes within the public system.
Should students be able to "test out" of requirements for degree or
certificate programs? What role should colleges and universities play in
this area? For example, should they: (a) be in the business of
certifying sets of skills no matter whether those skills were acquired
formally or informally, (b) allow students to test into certification
programs, to make entry into programs more open, (c) follow standards
set by the State or by private industry, or determine their own
standards?
- The draft Master Plan suggests that there should be multiple methods
for gauging student achievement. For example, testing knowledge and
skills prior to and following instruction can determine the degree of
student achievement relative to what has been presented. Currently, many
certification programs allow students to gain specific sets of skills to
meet personal and professional goals. However, prospective students may
already have acquired some or all of these skills outside the formal
education system. One possibility is that tests could be developed to
identify what is already known, so that certification could be awarded
when the missing skills have been acquired.
- Testing out of required classes at a University Level is
subject-matter dependant.
- The business community is frustrated by the lack of common standards
across institutions and kinds of institutions, which has led to the
creation of very specific curricula offered commercially or through
community colleges.
- Students should be able to "test out" of requirements for degrees and
certificates if the tests are validated to cover the required elements
of the subject matter.
While this summary contains the highlights from participants' comments, far more comprehensive information may be found in the individual postings.
Background summaries, daily topics, questions and background information are available from the
Agenda page.
Thursday, June 6th will focus on Professional Personnel Development.
I welcome your comments on the summaries.
Sally Hedman
Reporter