A Viable High School in a Small Rural District
Memo • January 2001
Nontraditional forms of school do exist that are economically and educationally viable at the scale of 120 students. This has huge implications for rural America’s sparsely-settled areas. The trick is to think differently about teaching and learning. An article in the magazine of the superintendents’ association in Minnesota.
Can the National Government Be Effective? Lessons From Urban Development
Memo • January 2001
K-12 education exists in state law. It cannot be reached directly by Congressional or the President. Typically, in such policy areas, the national government tries to ‘do things’ by tying requirements to its grants-in-aid. This approach has failed in the past, as in the 1960s when the national government tried to take control of urban development.
Professional Control of Practice: Physicians and Teachers
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.
Milwaukee As a Site for Education-Policy Change
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.
The Valley Crossing School as a Precedent for Contracting
Memo • April 1999
Three local districts in Minnesota’s metropolitan suburbs share an elementary school didn’t build, don’t own and don’t themselves staff. The Valley Crossing school is a kind of virtual organization; a fascinating case in the use of contracts.
Restructuring Our High Schools for the 21st Century: Creating ‘Grade 11-13’ Schools
Memo • September 1998
Currently, students are held until 12th grade even if they can move faster. The Minnesota Post-secondary Enrollment Options Program (PSEO) showed that bright high school students can do well with college-level work. The Grade 11-13 model goes even further, restructuring both high school and the first year of college, un-duplicating the curriculum.
Nobody’s Success Depends on Whether the Students Learn
Speech • April 1997
Until recently K-12 was built and operated so as to put adult interests first. Student learning was not an imperative. In a talk to the Citizens League in March 1997 Ted Kolderie set out the essentials of public education’s system problem—underscored shortly afterward when the first results from the new testing program arrived.
Who Should Adapt: Students to School or School to Students?
Article • July 1996
Education policy is dominated by people who themselves did well in school. As a result, they believe conventional school must be OK and that students should adjust to it. Students give a different view. But nobody much listens to them, or thinks the job of educators and policy makers is to adapt school to the students.