Now that we've voted, we need to turn attention to the future. All of the winning candidates proposed that we "move forward." How will we know that? Whose definition will we use? We need a nonpartisan, credible "yardstick" to know what's happening in our region and our state.
Wilder Research is now in the process of developing this "yardstick" - something for both public officials and the public at large to measure our progress, and hopefully, to inspire creative community action. We began this work in partnership with eight other foundations, the Itasca Project, the Citizen's League, the United Way, and others. We collaborated with the UBS Forum at Minnesota Public Radio to kick off several months of meetings with other individuals and organizations who have an interest in joining us in this effort. Over the next few months, we plan to communicate directly with more than a thousand community leaders, public officials, nonprofit leaders, and business leaders to get their input into shaping our work. Through the media and a new website, we will request suggestions from anyone who wants to assist us.
Now, immediately after the election - when all the rhetoric has subsided - is an excellent time to think about how we want to measure progress in this region. It's a great time to decide how to keep ourselves informed about education, employment, health. It's a good time to think about standards to which we will hold public officials accountable. It's a time to imagine the possibilities for collaboration and nonpartisan action to address significant issues in our communities.
We are working on this! If you have thoughts, please let me know.
Friday, November 10, 2006
Thursday, November 02, 2006
Vote Wisely in Every Election
Voting. We take it for granted in the United States, where we can vote safely, efficiently, and usually quickly.
Residents of many other countries of the world, whose situations I have observed first-hand and through reports from family members, often treat the right to vote - if they have it - as something much more precious than we do. In Northern Ireland, elections are often suspended; when they are not, a resident should vote early, or he/she risks arriving at the polls to find that someone else has already voted under his or her name. In Thailand, military coups take "corrective action" if elections do not produce leaders considered honest and competent. In numerous countries, voting can only occur under the visible protection of heavily armed troops, to fend off serious threats of violence intended to prevent people from casting their ballots. Travel to polls, and waits in line, that might consume half a day or more, are not uncommon in developing countries attempting to implement democratic processes. In some countries, people literally die to vote.
We have it much easier. Perhaps the strongest laments that most of us hear are questions like: "Why doesn't anyone inspiring run for office?" "All the candidates are the same." "What difference will my vote really make?"
We have the privilege and obligation to vote. I'm nonpartisan; I proudly vote for Republicans, Democrats, and independents because competent leadership exists within many different political circles. And we need competent political leaders - who can join with business, nonprofit, and community leaders to address the trends in our communities that will improve the quality of life for all of us. The demographic forecast for the next 50 years indicates that we need to nurture new, young, diverse leaders to fill the shoes of the current generation of leaders, as they leave public life.
We've all heard the admonition that the true test of a country is how it cares for its least fortunate residents. The disparities work of The Itasca Project, the Minneapolis Foundation, and others has demonstrated both the moral and economic rationales for this. We need leaders who can rise above short-term challenges and confront educational and employment disparities for the good of all of us in the long run.
When you vote - whether with primary allegience to one party, or as a "mix and match" voter like me - I encourage you to take a "research-based perspective" and look for candidates who are most likely to implement what research suggests are critical ingredients for future community and regional success:
Which candidates will join with other leaders to focus our attention on a strong common vision for our region and our state?
Which candidates will foster connections and understanding that we need to promote among communities in our region, so that they do not become isolated enclaves which cannot work together for the common good?
Which candidates will promote policies based on solid information and on close rapport with the full array of their constituents?
Which candidates have the motivational ability to get us all involved in nurturing new generations of competent employees, parents, and community leaders, and to strengthen our region within a global economy?
Hope to see you wearing an "I Voted" sticker on Election Day!!
(By the way, if you want to see something fun on how just one vote can make a difference, take a look at The Democracy Project, at PBS - intended for kids, but very informative for adults as well.)
Residents of many other countries of the world, whose situations I have observed first-hand and through reports from family members, often treat the right to vote - if they have it - as something much more precious than we do. In Northern Ireland, elections are often suspended; when they are not, a resident should vote early, or he/she risks arriving at the polls to find that someone else has already voted under his or her name. In Thailand, military coups take "corrective action" if elections do not produce leaders considered honest and competent. In numerous countries, voting can only occur under the visible protection of heavily armed troops, to fend off serious threats of violence intended to prevent people from casting their ballots. Travel to polls, and waits in line, that might consume half a day or more, are not uncommon in developing countries attempting to implement democratic processes. In some countries, people literally die to vote.
We have it much easier. Perhaps the strongest laments that most of us hear are questions like: "Why doesn't anyone inspiring run for office?" "All the candidates are the same." "What difference will my vote really make?"
We have the privilege and obligation to vote. I'm nonpartisan; I proudly vote for Republicans, Democrats, and independents because competent leadership exists within many different political circles. And we need competent political leaders - who can join with business, nonprofit, and community leaders to address the trends in our communities that will improve the quality of life for all of us. The demographic forecast for the next 50 years indicates that we need to nurture new, young, diverse leaders to fill the shoes of the current generation of leaders, as they leave public life.
We've all heard the admonition that the true test of a country is how it cares for its least fortunate residents. The disparities work of The Itasca Project, the Minneapolis Foundation, and others has demonstrated both the moral and economic rationales for this. We need leaders who can rise above short-term challenges and confront educational and employment disparities for the good of all of us in the long run.
When you vote - whether with primary allegience to one party, or as a "mix and match" voter like me - I encourage you to take a "research-based perspective" and look for candidates who are most likely to implement what research suggests are critical ingredients for future community and regional success:
Which candidates will join with other leaders to focus our attention on a strong common vision for our region and our state?
Which candidates will foster connections and understanding that we need to promote among communities in our region, so that they do not become isolated enclaves which cannot work together for the common good?
Which candidates will promote policies based on solid information and on close rapport with the full array of their constituents?
Which candidates have the motivational ability to get us all involved in nurturing new generations of competent employees, parents, and community leaders, and to strengthen our region within a global economy?
Hope to see you wearing an "I Voted" sticker on Election Day!!
(By the way, if you want to see something fun on how just one vote can make a difference, take a look at The Democracy Project, at PBS - intended for kids, but very informative for adults as well.)
Tuesday, October 24, 2006
Funding to Improve Student Achievement
In an Op-Ed column in today's Pioneer Press, I noted that the activities proposed by the Saint Paul School District, as justification for the levy on the ballot in November, make sense. If implemented, they have the potential to increase student achievement. At the same time, I pointed out that, if the District obtains the funds they seek through the levy, the superintendent and other administrators must be held accountable for installing the educational features that research shows can be effective. Increased funding does not automatically translate into better results, without enhanced curriculum, classroom features, and instructional techniques that research shows can influence learning. Funds can’t just stabilize the budget and preserve the status quo.
Both all-day kindergarten and early kindergarten for 4 year olds have support from the research. While not yet definitive, studies give good reason to believe that these two measures will improve academic achievement, especially for children most at risk of failure. Reduced class sizes do not have as strong an effect, unless the numbers go below 20 and unless teachers with average and less-than-average skills improve their instructional performance.
What about alternative sources of funding? Should school funding be completely a state responsibility, for example? (While I have not come to a final opinion, I tend to think so. We need all of the state's children to become competent community members, parents, and members of the workforce. Whether they happen to spend their young years within one jurisdiction or another should not affect their educational opportunities.) Or, more specifically, should state income taxes, or a state sales tax, pay for education, rather than local property taxes? (That would perhaps move more responsibility to the state. However, I have not thought through all the pros and cons of these options.)
I focused on the effects of specific education activities. Research speaks to those effects. Research does not indicate that those effects differ if the dollars used to finance them come from different sources. We should consider, however, whether more equitable or productive ways exist to finance what we need in our schools.
No matter what, as I stated, "We all have the obligation to work together to educate our young people, to produce new generations of competent employees, parents, and community leaders, and to strengthen our region within the global economy."
If you don't have today's paper, you can read the online version at: http://www.twincities.com/mld/twincities/news/editorial/15831464.htm
Both all-day kindergarten and early kindergarten for 4 year olds have support from the research. While not yet definitive, studies give good reason to believe that these two measures will improve academic achievement, especially for children most at risk of failure. Reduced class sizes do not have as strong an effect, unless the numbers go below 20 and unless teachers with average and less-than-average skills improve their instructional performance.
What about alternative sources of funding? Should school funding be completely a state responsibility, for example? (While I have not come to a final opinion, I tend to think so. We need all of the state's children to become competent community members, parents, and members of the workforce. Whether they happen to spend their young years within one jurisdiction or another should not affect their educational opportunities.) Or, more specifically, should state income taxes, or a state sales tax, pay for education, rather than local property taxes? (That would perhaps move more responsibility to the state. However, I have not thought through all the pros and cons of these options.)
I focused on the effects of specific education activities. Research speaks to those effects. Research does not indicate that those effects differ if the dollars used to finance them come from different sources. We should consider, however, whether more equitable or productive ways exist to finance what we need in our schools.
No matter what, as I stated, "We all have the obligation to work together to educate our young people, to produce new generations of competent employees, parents, and community leaders, and to strengthen our region within the global economy."
If you don't have today's paper, you can read the online version at: http://www.twincities.com/mld/twincities/news/editorial/15831464.htm
Tuesday, October 10, 2006
World Class Schools in the Information Age
A recent conference which I attended at the University of Minnesota focused on the development of "World Class Schools". A "Call to Action" from 27 school superintendents proposed 8 traits that schools should have to prepare students for the global Information Age.
The superintendents' overall vision for education includes: raising student achievement; eliminating educational disparities; focusing on best practices; and leading the way to prepare students for the global economy in the Information Age.
In brief, the 8 traits that the superintendents encourage, to achieve this vision:
1. There are many academic roads, but all are rigorous and lead to higher education. The superintendents' report states: "...providing every student with academic rigor is the single most powerful step we can take toward closing the achievement gaps that exist..." They feel that no student should have to travel along the "low road" in education.
2. Educational investment starts early. They cite a high rate of return for every dollar spent on early childhood education; they encourage all day, every day kindergarten for five year olds.
3. Learning takes as much time as it takes. At least two important points here. One, students should have the amount of time they need to learn what they need to know to meet state standards. Two, we need to adjust our school year from one designed for the agricultural calendar to one that fits the Information Age. Minnesota averages 172 school days; England requires students to attend 190 days; Japan and Australia 210; and China 230!
4. Great educators have great support. Research shows that, of all the things in the school, the quality of a student's teacher has the strongest effect on learning. Teacher training and continued development and support are crucial.
5. Data and research inform teaching and improve learning every day. The superintendents encourage productive decisions, made by principals for schools and by teachers for classrooms, based on data and research.
6. Funding is predictable and sufficient to produce world-class performance. The United Kingdom, for example, guarantees three year budgets, in order to give principals and teachers confidence to plan for the future.
7. Services for students with special needs emphasize outcomes, not processes. The superintendents advise: Don't specify an inflexible process. Identify outcomes, and enable schools to reach those outcomes in ways that work best for their own situations.
8. Global citizenship is a core academic subject. Two important points here. One, students need to see the "increasing cultural, racial, and linguistic diversity of our state as an asset"...and schools should equip students "with the skills and sensitivity to interact with people and communities whose backgrounds are very different..." Two, students here, as in other countries, should enhance their "knowledge and understanding of international affairs, world history, geography, global economics, and foreign languages." Students should achieve basic fluency in a language other than English.
Whether we agree entirely with what the superintendents proposed, their intent is very worthwhile: They are attempting to create a vision for the future; without a vision, we won't know what we should strive to achieve.
Any thoughts??
The superintendents' overall vision for education includes: raising student achievement; eliminating educational disparities; focusing on best practices; and leading the way to prepare students for the global economy in the Information Age.
In brief, the 8 traits that the superintendents encourage, to achieve this vision:
1. There are many academic roads, but all are rigorous and lead to higher education. The superintendents' report states: "...providing every student with academic rigor is the single most powerful step we can take toward closing the achievement gaps that exist..." They feel that no student should have to travel along the "low road" in education.
2. Educational investment starts early. They cite a high rate of return for every dollar spent on early childhood education; they encourage all day, every day kindergarten for five year olds.
3. Learning takes as much time as it takes. At least two important points here. One, students should have the amount of time they need to learn what they need to know to meet state standards. Two, we need to adjust our school year from one designed for the agricultural calendar to one that fits the Information Age. Minnesota averages 172 school days; England requires students to attend 190 days; Japan and Australia 210; and China 230!
4. Great educators have great support. Research shows that, of all the things in the school, the quality of a student's teacher has the strongest effect on learning. Teacher training and continued development and support are crucial.
5. Data and research inform teaching and improve learning every day. The superintendents encourage productive decisions, made by principals for schools and by teachers for classrooms, based on data and research.
6. Funding is predictable and sufficient to produce world-class performance. The United Kingdom, for example, guarantees three year budgets, in order to give principals and teachers confidence to plan for the future.
7. Services for students with special needs emphasize outcomes, not processes. The superintendents advise: Don't specify an inflexible process. Identify outcomes, and enable schools to reach those outcomes in ways that work best for their own situations.
8. Global citizenship is a core academic subject. Two important points here. One, students need to see the "increasing cultural, racial, and linguistic diversity of our state as an asset"...and schools should equip students "with the skills and sensitivity to interact with people and communities whose backgrounds are very different..." Two, students here, as in other countries, should enhance their "knowledge and understanding of international affairs, world history, geography, global economics, and foreign languages." Students should achieve basic fluency in a language other than English.
Whether we agree entirely with what the superintendents proposed, their intent is very worthwhile: They are attempting to create a vision for the future; without a vision, we won't know what we should strive to achieve.
Any thoughts??
Monday, September 18, 2006
Moving Our Region Ahead
In our changing world, facing serious, social, economic and environmental challenges,
can our Twin Cities region provide a high quality of life for everyone? Can we educate all our children? Maintain high-quality housing? Maintain high levels of health? Eliminate racial disparities in education and employment? Stand out prominently as a strong, competitive economic region?
I believe that we can do all these things, but it requires:
· Focusing our attention on significant trends and not getting sidetracked.
· Understanding key ingredients for community vitality.
· Developing a common vision and goals.
· Identifying strategies that fit diverse people and communities.
· Connecting people from all communities to attain our common goals.
A new initiative sponsored by a consortium* of foundations and United Way, and carried out by Wilder Research, is establishing a process to accomplish this. How?
First, the initiative will provide region-wide indicators about topics such as health, education, housing, and economics, so that all members of our region have access to nonpartisan, credible, and useful information.
Second, it will alert policy makers, community leaders, and the public of significant trends and motivate them to take action.
Third, the initiative will support the creation of task forces to address significant findings. If work on early education – to ensure educated citizens and workers – is what’s needed, the initiative will support that effort. If disparities have a cancerous effect on our region, it will support efforts to reduce them.
It is important to keep the focus on trends and goals. Good public policy and effective community action require credible information and analysis.
If we can achieve consensus on overall goals — e.g., all children should start school ready to learn and graduate 12 years later --- and provide sound, nonpartisan facts about how well we meet these goals, then we can discuss ways to improve. People with different backgrounds, priorities and political opinions, will differ on strategies and solutions. That makes for productive debate; arguing over facts does not. We can elevate public discourse and involve all members of our region to participate in creating a prosperous regional future.
* Bush Foundation, Greater Twin Cities United Way, The McKnight Foundation, The Minneapolis Foundation, The Saint Paul Foundation, 3M Foundation, St. Paul Travelers Foundation, Wells Fargo Foundation, and Amherst H. Wilder Foundation.
can our Twin Cities region provide a high quality of life for everyone? Can we educate all our children? Maintain high-quality housing? Maintain high levels of health? Eliminate racial disparities in education and employment? Stand out prominently as a strong, competitive economic region?
I believe that we can do all these things, but it requires:
· Focusing our attention on significant trends and not getting sidetracked.
· Understanding key ingredients for community vitality.
· Developing a common vision and goals.
· Identifying strategies that fit diverse people and communities.
· Connecting people from all communities to attain our common goals.
A new initiative sponsored by a consortium* of foundations and United Way, and carried out by Wilder Research, is establishing a process to accomplish this. How?
First, the initiative will provide region-wide indicators about topics such as health, education, housing, and economics, so that all members of our region have access to nonpartisan, credible, and useful information.
Second, it will alert policy makers, community leaders, and the public of significant trends and motivate them to take action.
Third, the initiative will support the creation of task forces to address significant findings. If work on early education – to ensure educated citizens and workers – is what’s needed, the initiative will support that effort. If disparities have a cancerous effect on our region, it will support efforts to reduce them.
It is important to keep the focus on trends and goals. Good public policy and effective community action require credible information and analysis.
If we can achieve consensus on overall goals — e.g., all children should start school ready to learn and graduate 12 years later --- and provide sound, nonpartisan facts about how well we meet these goals, then we can discuss ways to improve. People with different backgrounds, priorities and political opinions, will differ on strategies and solutions. That makes for productive debate; arguing over facts does not. We can elevate public discourse and involve all members of our region to participate in creating a prosperous regional future.
* Bush Foundation, Greater Twin Cities United Way, The McKnight Foundation, The Minneapolis Foundation, The Saint Paul Foundation, 3M Foundation, St. Paul Travelers Foundation, Wells Fargo Foundation, and Amherst H. Wilder Foundation.
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