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The following essay was submitted to NC Policy Watch this week by a concerned public school teacher.

North Carolina teachers and the Common Core: Now what?
By Rod Powell

It’s already here—a new school year.

Despite a turbulent summer for North Carolina schools—in which legislators repealed the Common Core, slashed teacher assistant funding, and implemented a controversial teacher pay schedule—educators are back in the classroom, preparing students for a year of rigorous and engaging learning.

But as teachers begin their classes, many are asking the question, “What exactly should we be teaching our students?”

For the past three years, the answer was the Common Core. But now, thanks to the General Assembly, the work teachers have done to hone the standards is for naught.

Governor Pat McCrory has called for a review of the Common Core, with a commission to put new standards in place for the 2015-2016 school year. (Members of the commission have yet to be appointed, even though the September 1 deadline looms.)

But teachers can’t wait till 2015. We have students in our classrooms now. So what should we do? Do we spend countless hours planning our instruction and lesson plans for this year’s classes, only to have to overhaul them for entirely new standards just one year from now?

State superintendent Dr. June Atkinson assures educators that North Carolina will still operate under the Common Core for this school year. I hope teachers can take her at her word. But that doesn’t change the millions of dollars that have gone into developing Common Core materials and professional development—not to mention the thousands of hours that hardworking North Carolina teachers have dedicated to refining their craft and implementing the standards.

All that money and effort—what a waste.

I’ve had some interesting conversations with my teaching colleagues about this murky situation as we prepare for the school year. Read More

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There’s a great editorial in Raleigh’s News & Observer this morning that ought to be mandatory reading for every critic of our public schools — especially the ones who want to de-fund them and turn their mission over to the the “genius of the free market.” The piece is entitled “Don’t take public education for granted.” Here are a few highlights:

In Wake County, the state’s largest school system, some 156,000 and counting students were back in school this week. And in what is a remarkable feat of derring-do, most things worked smoothly.

Teachers perform miracles, it’s true. But the running of such a system is a miracle in itself: Buses have to be scheduled, enough teachers hired and in the classroom by that first day, food bought and prepared, supplies stored, classrooms decorated, curricula designed and extracurriculars planned.

And this:

Teachers, we hope, will begin the year with adequate supplies, but it won’t be long before they’re off to Target to resupply out of their own pockets. More affluent schools will have fundraisers to cover the multitude of extras not in the school budget. Others will just do without.

At one Wake elementary school toward the end of the last school year, a teacher was overheard telling a principal her pencil sharpener was broken. “Do we have some money for that?” the teacher asked. “I’m sorry, no,” said the principal.

A miracle worker can’t get a pencil sharpener?

And, finally this:

Yes, our public schools have been much criticized, unfortunately of late by self-serving politicians who have actually used underpaid and overworked public school teachers as targets. But every day, from dawn until dark, custodians and principals and classroom teachers and coaches and cafeteria workers and bus drivers pull off the miracle, somehow, and then do it for another day and another and another.

Merlin and David Copperfield had nothing on them. Many a military leader aware of what public school people do would be happy to have them consult on logistics and battlefield strategy. It’s simply amazing, this institution called public education, and we forget that sometimes while we’re taking it for granted.

To which all a body can say in reply is “amen.”

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The Charlotte Observer:

In striking down the state’s new school voucher law on Thursday, N.C. Superior Court Judge Robert Hobgood laid out a cogent, compelling constitutional case against the bad law. “Beyond a reasonable doubt…,” he said from the bench, “the Opportunity Scholarship program funds a system of private schools from taxpayer dollars as an alternative to the public school system in direct contravention of the North Carolina Constitution….”

Voucher advocates say they will appeal, noting that parents need choices other than traditional public schools. But Hobgood correctly notes that the state is constitutionally obligated to provide a sound, basic education to N.C. students, and lawmakers can’t delegate that obligation to “unregulated” and “unaccountable” private schools.

The Greensboro News & Record:

Superior Court Judge Robert Hobgood’s opinion of the state’s Opportunity Scholarship Program was blunt.

“The General Assembly fails the children of North Carolina when they are sent with public taxpayer money to private schools that have no legal obligation to teach them anything,” he said Thursday in ordering an immediate halt to the voucher plan.

That was not a political statement. Hobgood, a veteran judge holding court in Wake County, cited several provisions of the state constitution violated by the voucher program….

Attorney General Roy Cooper said his office will appeal to higher courts, but Hobgood’s interpretation of the state constitution seems sound.

It was the legislature that went off track in enacting a program that diverts millions of dollars from public schools and contradicts good judgment. At a time when more accountability is demanded of public schools and educators, this program asks almost nothing of participating private schools. It just sends them money.

Bad idea. And, according to the judge, it violates the state constitution.

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school-bus-stop-armIf there’s one giant mistake that both Democrats and Republicans have made down through the years when it comes to improving North Carolina’s public schools it’s the repeated attempts to impose gimmicks and quick fixes. Rather than simply giving the experts the resources they need, standing back and pointing in the desired direction, politicians of both parties have displayed a never-ending affinity for cutesy programs with politically-motivated names and tactics.

One of the most recent and worst examples of this unfortunate fixation for politicians is the new and fatally simplistic plan (thanks, Senator Berger!) to affix letter grades on public schools to characterize their supposed performance levels. A new editorial in the Charlotte Observer succinctly explains why the whole plan should be consigned to the circular file:

The N.C. legislature, in a budget Gov. Pat McCrory signed last week, has delayed until after Jan.15 the issuance of new report cards with A-F grades for academic quality at each public school in the state. Instead of a delay, lawmakers should take this pause in implementation as an opportunity to ditch the idea entirely. It’s unwise and problematic. Read More

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Voices of concern are growing louder as more and more individuals and institutions directly impacted by the new state budget signed by Gov. McCrory yesterday come to grasp what is actually in the 260 page document. As reported in the post immediately below and in this story by Sarah Ovaska on Wednesday, the list of changes buried in the fine print is long and full of significant policy decisions.

And as this story in today’s Charlotte Observer details, one of the most important and worrisome changes involves how the state funds public education:

A provision of the state budget that changes how schools are funded will put Charlotte-Mecklenburg Schools at a disadvantage in recruiting talented teachers and make planning much more difficult, Superintendent Heath Morrison said.

As part of the budget signed by Gov. Pat McCrory on Thursday, the state legislature will no longer automatically fund growth in public school enrollment. Districts had long used that assumption to plan their staffing ahead of the North Carolina budget debate each summer. Now, they will have to wait until after the legislature adjourns, or later, to learn how much money they’ll receive.

“We view it as a very radical change,” Morrison said Thursday.

Charlotte-Meck isn’t the only system worried. This is from Sarah Ovaska’s story: Read More