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In the News
Fri, 02/17/2012
Buffalo News
By Mary B. Pasciak and Tom Precious
News Staff Reporters
Every teacher in the state soon will be evaluated under a more rigorous system designed to more closely link teacher ratings to student growth on assessments and to reliable classroom observations.
Thu, 02/02/2012
WAMC
ALBANY, NY (WAMC) - New York schools could be facing a huge financial loss if an agreement is not reached on a new evaluation system for teachers and principals. The education group, the Campaign for Achievement Now, has issued a report that says schools could lose $1.7 billion dollars over two years if the new system is not in place.
Wed, 02/01/2012
New York Times
In the news on Wednesday, the tabloids continue to have a field day with the case of a teacher who has collected his $100,000-a-year salary for a decade while assigned to “rubber room”-type duty.
The case of Alan Rosenfeld, a former typing instructor, has prompted The New York Post to look more closely at the records of the case against the teacher, who was accused by six girls in junior high school “of leering at them and making inappropriate remarks.”
Tue, 01/31/2012
Wall Street Journal
AP
ALBANY, N.Y. — As some local school districts are nearing agreements with their unions to create tougher evaluations for teachers and principals, an interest group said failure to enact the new evaluations will cost schools $1.7 billion statewide.
Tue, 01/31/2012
Daily Reporter
ALBANY, N.Y. — An analysis by a school reform group says New York school districts risk losing $1.7 billion in total state and federal aid over two years if they don't agree to teacher and principal evaluations with their unions.
The New York Campaign for Achievement Now, which has ties to the charter school movement, is scheduled to release a report Tuesday that shows New York City schools would lose $592 million in total aid over the next two years.
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RT @nycgov: Parent-Teacher conferences are approaching. Here are 10 questions to ask your child’s teacher: t.co/Wmzsy8Nq, via @Th ...
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A parent trigger law empowers parents to have a say in their children’s education by authorizing them to band together to “take over” persistently failing schools. Once they’ve pulled the trigger, parents can choose from several reform options, including converting the school into a charter school, firing the school administration or closing the school outright. The action is triggered if a majority of parents in a school sign a petition in support of the takeover. A parent trigger law will dramatically increase parental involvement in education by demanding that parental concerns are recognized in a way that has never happened before. Parents in states that have enacted these policies have more control over their child’s educational fate. For the first time, “unions” of parents may feel compelled to become engaged and take a stand for a better education for their kids. |
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Under New York’s current teacher certification reciprocity guidelines, in order to become certified to teach in New York State if relocating from another state, a teacher must either have taught for three years within the previous seven years, or come through a teacher certification program approved by the New York State Education Department. The list of acceptable certification programs is limited, however, and does not include alternative certification programs from out-of-state. In addition to granting licenses to traditionally certified teachers from other states, the New York State Education Department should grant licenses to teachers prepared in out-of-state alternate routes as well. Alternate certification programs have shown to be just as effective if not more effective than traditional routes. In fact, New York supports many certification pathways already such as Teach For America, Teaching Residents through Hunter College and the New York City Teaching Fellows. We should expand this list to include high-quality alternative out-of-state programs to expand the pool of high-quality teachers. |
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Early college high schools are programs set up within existing high schools that enable students to earn college credit while they are still in school. We're advocating to allocate state funds to continue early college programs, which are currently funded by a private grant. The bill would allow early college high schools to apply directly to the state’s Higher Education Services Corporation for Tuition Assistance Program funding to support early college programs with a high volume of low-income students. In turn, students participating in the program could earn up to two years of college credit before even graduating from high school, putting them well ahead of the curve and significantly increasing their changes of graduating with a college degree. With a changing economy and fewer jobs available for adults with only a high school degree, investing in early college initiatives means investing in the economic vitality of New York. Estimates show that by financing early college high school programs, New York could see a return of investment of 254 percent in just 15 years and 648 percent in 25 years. |
 
Read our report, "The State of New York Public Education," to get the facts about what's working in our public schools, what's not, and what we can do about it. |
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