AUGUST 3, 2010
Good morning. When President Obama spoke to the Urban League last week, the one line that got by far the most applause was: "Parents are going to get more involved in their children's education."
It is well-documented—and plain common sense—that parental involvement in a child's education boosts student learning.
The President and I believe we have a lot of work to do in education. We need to raise our standards. We need to move beyond the bubble tests. And we need to better support our teachers.
But one thing is absolutely essential—and that's parent involvement. Parents of students with disabilities are some of the most determined advocates. Parents are key partners in policymaking and practice, pushing for greater access and better outcomes for their own and others' children. I want to applaud you for your dedication to children with disabilities—and their parents. I also want to say I wish it wasn't necessary for parents to be such fierce advocates. I understand that parents are compelled to advocate because they see that their sons and daughters aren't getting the free, appropriate public education that federal law guarantees them. President Obama and I believe that every child deserves a world-class education. When we say every child, it is not just rhetoric—we mean every child, regardless of his or her skin color, nationality, ethnicity, or ability. Over the past 37 years, with Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act, we've made great strides in delivering on the promise of a free, appropriate public education for children with disabilities.
Tim Shriver of the Special Olympics shared with me one story that I think is the perfect example of the power that promise has to transform lives. It came in an essay by a girl named Kaitlyn Smith from Conifer High
The real key to school reform is "blocking and tackling" not popular "reforms" like performance pay or breaking large high schools into smaller communities says Rick Hess, as he praised Heather Zedadsky's examination of five districts that have won the Broad Prize. For instance, creating kindergarten programs of real excellence takes high-quality implementation. Central offices must do the hard work of creating a culture of trust and service," rather than one of "gotcha." But I must question the 
