Publications

Meeting Notes · April 2016

In October of 2015, Education Evolving (EE) produced a three-session series in partnership with the Achievement Gap Committee, each session examining a different dimension of the challenge to close the gap in achievement across different categories of students. This report is a selective summary of the main points and questions highlighted in this series.

Meeting Notes · November 2013

For close to two decades, Eric Premack has been working in California education policy. He formed and now runs the Charter School Development Center in Sacramento. In November 2013, E|E invited Premack to Minnesota to talk about education policy, chartering in California and the state’s decision to stop trying to control and regulate its school districts so tightly. Here are notes on Premack’s visit from E|E's Ted Kolderie.

Meeting Notes · November 2013

"The Futures of School Reform" is a project of the Harvard Graduate School of Education, coordinated by Jal Mehta. In October 2013, E|E invited Mehta to Minnesota to talk about the five alternative futures. Here are notes on the project from E|E's Ted Kolderie, and on what he thought was most significant for the education policy discussion in Minnesota.

Meeting Notes · August 2012

Detailed notes on the Finnish schools and education system, from Ted Kolderie's visit to Finland August 20-24, 2012. Ted was part of an American delegation assembled by the National Public Education Support Fund. The meetings were arranged locally by Pasi Sahlberg from CIMO.

Meeting Notes · July 2012

Pasi Sahlberg had a day of conversations with Minnesotans on July 19, 2012 about the schools in Finland. An official in the Ministry of Education and Culture in Helsinki, Sahlberg is probably the person most involved with explaining to countries around the world about the education system that Finland developed beginning about 1970.

Meeting Notes · June 2008

There's growing interest in improving the "management of human capital" in K-12: teacher recruitment, retention, compensation, accountability, etc. Usually this suggests 'better administration.' Yet, these decisions might be better made by teachers running a professional partnership. This interview with teacher Carrie Bakken addresses how a partnership handles running a public school.

Meeting Notes · March 2008

Notes from remarks by Paul Grogan, head in 20008 of the Boston Foundation, on the challenges of inner-city public education, and how foundations can leverage change. Early, Grogan worked for two mayors of Boston. He ran the national office of the Local Initiatives Support Corporation in New York.

Meeting Notes · March 2008

Notes from December 2007 conversations with L. Scott Miller about minority achievement in K12 and at the university levels. Scott argues that some of the greatest disparities in performance come "within-class," and that greater focus placed on African American and Hispanic students among middle and professional classes.

Meeting Notes · November 2006

Students of Minnesota chartered schools say they may have dropped out had they not attended new and different schools. While all of the students appreciated improved relationships with teachers and peers, their different schools, in different ways, enhanced the students’ abilities to learn. Notes from a student panel.

Meeting Notes · February 2003

A teacher from Milwaukee describes for the Teacher Union Reform Network the arrangement in Milwaukee—a variation on Wisconsin's chartering law—that gives a partnership of professional teachers full authority and responsibility for the school while protecting both the teachers and the union on the economic front.

Meeting Notes · May 2002

Interview notes from conversations with students at a conference of leaders from Minnesota alternative schools. Students were asked why they attend alternative learning programs, what they like about their programs, and what mainstream school could have done to better serve their needs.

Meeting Notes · November 2001

Clayton Christensen explains how hard it is for existing organizations to change in more than incremental ways, and why significant change requires the creation of new organizations. His research has huge implications for a K-12 strategy that relies on the notion that it will be possible to improve the schools we have.

Meeting Notes · October 2001

Jack Frymier sums up a lifetime of experience in teaching: If students want to learn they will. If they don't, you probably can't make 'em. Motivation is individual. Education is failing in the relationship between teachers and students. Motivating students is a teachable skill: It just isn't very often taught where teachers are trained.

Meeting Notes · October 2001

Visitors look at a chartered school in Minnesota that has no employees, as well as no courses and no classes. Notes of the discussion at a national meeting at Hamline University in September 2001.

Meeting Notes · January 2001

Notes from a workshop on school-based management. Ron Hubbs, former chairman and CEO of a major insurance company, tries to explain to superintendents why it really is better to let people closer to the working-level make most of the decisions. There's an astonishing response from one superintendent present.

Meeting Notes · March 2000

The medical director of a big multi-specialty hospital/medical group—in which the doctors are employees—describes how the professional and ‘business’ decisions are divided between physicians and managers. Ted Kolderie’s notes from a conversation with Dr. George Isham.

Meeting Notes · November 1999

Jack Frymier suggests, in a conversation in St. Paul in 1999, perhaps where education is failing is in the relationship between teachers and students. This is where ‘improvement’ has to focus.

Meeting Notes · September 1999

Milwaukee has been the most interesting site for education policy in America, though not for the reason (vouchers) usually cited by the media. Howard Fuller and others-involved tell the story of the struggle since the 1970s.

Meeting Notes · May 1991

Albert Shanker said in 1991, before school choice and chartering, “People in other fields dislike change too. But they have to do it. We in education don’t. For us nothing is at stake.” The absence of an internal impetus for change leads us to prescribe "mandates." But why not find what is blocking change inside K-12, and fix that?

Meeting Notes · December 1990

Over 25 years ago a ‘discontented teacher’ who became superintendent gave Edmonton, Canada what might be the most-decentralized arrangement in North America. But Edmonton is different than American cities, and Mike Strembitsky's model does not transplant easily.

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