Issues

Education Reform and Workforce Development

Position

We strongly support federal legislation that recognizes and builds upon state and local initiatives to improve education. Any legislation must include these essential principles: Student Achievement, Assessment, Continuous Improvement, School Safety, Sanctions for Failing Schools, Teacher Preparation, High Standards, and Public Information. We commend the administration and Congress for making quality education a top priority and seeking bipartisan support for reform.

News

  • Educational Gaps Limit Brazil's Reach
    Sep 4, 2010 — New York Times
    Brazil has already established itself as a global force, riding a commodity and domestic consumption boom to become one of the largest economies in the world. Haddad said.But those successes fall short of the urgent thrust for change that some education specialists were hoping to see from Mr. da Silva, considering his background.
  • Kindergarten
    Sep 4, 2010 — Chicago Tribune
    Written in pink marker in a steady, even hand, it begins: Dear Mama, I love you up high. You are the best Mama that I ever new. My mom is telling me I'm not reading.
  • Walker would grade schools
    Sep 4, 2010 — Milwaukee Journal Sentinel
    The home was built by a company in which Neumann is a partner. The column also details complaints of a dairy farmer over the sale of 85 acres in Washington County to Neumann's company.
  • EDITORIAL
    Sep 3, 2010 — The Baltimore Sun
    But the MSA and the HSA exams are of only limited usefulness in picking out the growth in achievement of individual students or the effectiveness of individual teachers. The MSA, for example, is given to students in grades three through eight, but it only tests two subjects: reading and math. Rather than assign a numerical value to score individual students' performance, the MSA, for example, rates them as below proficient, proficient and above proficient.
  • Mass. will lead effort to develop new tests
    Sep 3, 2010 — The Boston Globe
    Critics, including many teachers unions, say the system has created a climate of "teaching to the test.''The consortium that Massachusetts is leading is among two that received grants yesterday. Washington state heads the other group, which is made up of 31 states; that group received $160 million. Currently, the quality of states' standardized tests varies widely, creating confusion about how students truly measure up.
  • N.C. appears ready to require ACT exam
    Sep 3, 2010 — The News and Observer
    Students will also take pre-tests leading to the ACT in eighth grade and in 10th grade. Most students in the state take the SAT college entrance exam. Her eldest child, a senior, took the SATs, as do most college-bound North Carolina students.
  • Officials work toward revamped tests
    Sep 3, 2010 — The News Tribune
    Tacoma and Lakewood. In a discussion with teachers at Clover Park High School, Thelma Melendez de Santa Ana also urged Washington to hold fast to its philosophy of keeping learning standards high. And she talked about congressional efforts to reauthorize the federal law that created the accountability system known as No Child Left Behind. It measures school and school district progress based on test scores, graduation rates and other factors. Melendez de Santa Ana said...
  • A Celebratory Road Trip for Education Secretary
    Sep 2, 2010 — New York Times
    Duncan’s tour, coinciding with back-to-school season, was billed as a way to honor teachers. Duncan, who played basketball professionally in Australia.Representative John Kline, Republican of Minnesota, the ranking minority member of the House Labor and Education Committee, said in an interview that some of Mr. Duncan called his bus trip “a campaign for education,” there was little political edge.
  • An unused measure of progress
    Sep 2, 2010 — Los Angeles Times
    On average, students in second through fifth grades started the school year in the 39th percentile in math and ended it 30 points higher. When ranked by student growth overall, Topeka was in the bottom 3 percent of district elementary schools. On average, students started third grade in the 77th percentile in math, but by the end of fifth grade were in the 67th.
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