Colorado’s 2010 educator effectiveness reform has improved the K-12 public school system’s capability to distinguish the quality of instruction. One school district has gone further than any other in taking the next logical step: differentiating teacher pay based on effectiveness. Launched in 2010, Harrison School District 2’s Effectiveness and Results (E&R) program grew out of former superintendent Mike Miles’ intense focus on boosting achievement among a challenging student population. E&R uses both a revamped professional evaluation tool and multiple measures of academic growth, balancing rigor and a firm belief in individual teacher accountability for student results with the need to ensure fairness and accuracy. Political will and leadership are needed to duplicate this approach elsewhere. The more Harrison can demonstrate the source of its success, the easier that decision will be.
Scholarship tax credits increase the opportunity for K-12 students to access non-public educational options. Such a tax code modification increases the incentive for persons and businesses to contribute funds to qualified non-profit scholarship granting organizations. In turn, the organizations use most of the incoming funds to assist low- and middle-income families with private school tuition expenses. Colorado policymakers should give careful consideration to providing many of the state’s families an important benefit through the adoption of scholarship tax credits.
This paper focuses on system-wide blended learning efforts in three Front Range school districts and a group of rural districts in the San Luis Valley. The report also provides a list of state and national resources for schools and districts looking to implement blended learning techniques on a limited or system-wide basis and questions to consider prior to starting. Blended learning implementation in Falcon School District 49, Greeley-Evans School District 6, St. Vrain Valley School District, and in the San Luis Valley varies from the degree of centralization to the use of partner organizations to how districts are building on existing resources.
Effecting successful suburban school reform poses an authentic challenge. Many students do well compared to their peers in neighboring districts, but overall test scores conceal shortcomings. The U.S. spends more per person on education than any other country, yet even middle-class students academically lag their peers in other countries. The fast-growing Douglas County School District (DCSD) south of Denver, Colorado, has attempted a different approach to aim higher.
Online tools combined with face-to-face instruction create what is known as blended learning. Effective integration of technology can allow more efficient use of instructional time and save schools money. Colorado is well positioned to implement and test blended learning programs on a larger scale. Charter and district public schools have begun to implement blended learning models and have seen promising results.
In 1993 Colorado became the third state to adopt charter school legislation. Born out of frustration with lackluster school performance and limited options, the Charter Schools Act resulted from the hard work and dedication of many parents, educators, and political leaders. Careful and colorful recollections from many active, influential figures combine with other original sources to highlight the foundation and origins of the Act.
Many Colorado secondary students may benefit from greater opportunity to take a number of traditional face-to-face classes and digital courses simultaneously. Students’ ability to “self-blend” courses in this manner is hampered by school district control of per-pupil funding and course options. Following the national Digital Learning Council’s guidelines, Colorado should alter the K-12 education funding system to enable greater student access to effective online course options.
The report highlights the evolution of school choice in American history, from the colonial era to the present. Krista Kafer examines the trends, policies, laws, and court cases that have marked the nation’s progress toward educational freedom.
The use of the Internet as an education program delivery system has increased rapidly in Colorado in recent years. The first full-time Colorado public online program began in the Monte Vista School District in 1995. For the 2011-2012 school year, 22 full-time multi-district public online schools are certified to serve students statewide. Colorado students may choose from any of the statewide programs. Additionally, 24 full-time single-district online programs serve students who reside in a particular district.
Today it is more important than ever for governments to be financially transparent. The funds of public K-12 agencies in particular should be spent wisely to improve student learning. Colorado’s 2010 Public School Financial Transparency Act requires local education providers to post specified financial information online. Out of 178 school districts, 16 BOCES and the Charter School Institute, only 25 websites were fully compliant with the law’s requirement 90 days after the July 1, 2011, deadline to post expenditures through check registers and purchase card statements.