“Section 1: The National Legislature Worksheet” is the first part of a ten-part series about the education reform debate. This article provides an explanation of the work sheet and the various questions it answers. In Chapter 10 the National Legislature is mentioned for the first time. This article covers the history of the work sheet, its current use, and some suggested answers to pressing questions that the author finds himself frequently facing.
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Education in our country has undergone profound changes over the years. Many states have adopted dramatic reforms that have affected students’ access to education. New mandatory teacher certification standards have resulted in many states tightening their belts in terms of public schools. Many states are now working to reduce student spending. The new challenges presented by these circumstances have prompted calls for increased funding for schools from both parents and educators.
As indicated in the preface to the present article, this article deals with the ten states with Article 30 accountability on their public education systems. While it is true that all of the states in question have experienced significant changes during the past few years, they remain quite different. A quick glance at the content of these ten states’ statutes will reveal how the legislative bodies in these states have responded to these changing times. Although there may be similarities, there are also key differences that indicate where each state stands today. Comparing these statutes side-by-side, it becomes apparent that there are a number of differences in the way the states have regulated their public schools.
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Nearly all of the states in the study are established under statutory laws requiring them to annually develop and implement comprehensive accountability plans. These plans outline how the state will ensure that public education remains free and accessible to all children. Although all of the states require their legislative leaders to craft comprehensive accountability plans, none of the states has required their legislative leaders to craft detailed plans that detail how they will ensure that these goals are met. Most of the states have adopted some form of “comprehensive” accountability law, but they have not required the development of comprehensive plans.
Although there are no requirements for these, some states, like Tennessee, have adopted statutory schemes that do require them to conduct periodic reviews of their public education programs. In Tennessee, the state board of education must conduct an annual study and assessment of the effectiveness of public education in reducing the condition of the Tennessee students. At the same time, the state must evaluate its performance on these assessments using performance indicators and measures. Although these legislative requirements are not predictive of successful public schools, they do provide a useful barometer for measuring the overall effectiveness of Tennessee’s public education system. For example, the Tennessee analysis finds that the majority of the public school districts in Tennessee found that they did not perform as well as they expected while conducting these reviews.
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As noted above, a great number of the Tennessee school districts found that their performance was below the benchmark of the state. While this is good news, the state has done little to improve its overall accountability results. As mentioned above, this is due primarily to the fact that most school districts have been reluctant to adopt a truly comprehensive accountability system. As a result, charter schools in Tennessee continue to enjoy strong support from most citizens and local officials, but very low levels of accountability.
In terms of accountability, charters also need to become more sustainable development model. There are no state or federal requirements for charters, and the amount of oversight has been minimized at the state level. However, as the charter movement grows and matures, more meaningful accountability is likely to occur, especially as more oversight is gained by local school boards.
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Charter schools have also faced significant resistance from traditional public schools. Most people in the public school system do not like the concept of “no child allowed in private school,” and charter schools have not been able to do much to change this perception. Even when charter schools have tried to draw people of different faiths into their programs, traditional public schools have often responded with hostility or partiality. The result has been a consistent negative public image of charter schools.
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