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Thursday, November 19, 2015

Here's what parents have to say about union efforts at Alliance charter schools - LA Times

Here's what parents have to say about union efforts at Alliance charter schools - LA Times:

Here's what parents have to say about union efforts at Alliance charter schools

Gabriela Garcia joins other parents and teachers at a news conference to protest what they said was pressure from Alliance College-Ready Public Schools to take a stand against teacher unionization. (Allen J. Schaben / Los Angeles Times)




e fight to unionize the largest provider of charter schools in Los Angeles is beginning to divide parents.
At a news conference Wednesday, a small group of parents, community organizers and United Teachers Los Angeles members complained that they felt pressured by Alliance College-Ready Public Schools to take a stance against unionization.
"We are concerned by the illegal anti-union campaign ... and the campaign to discredit parents who stand in solidarity with teachers," said Gabriela Garcia, whose daughter attends Alliance Richard Merkin Middle School.
"We don't appreciate being inundated with letters telling us that if our teachers formed a union, it would be dangerous for our kids," Rosalba Naranjo, who also has a child at Merkin Middle School, said in Spanish.
The group spoke across the street from Merkin Middle School and Gertz-Ressler High School, both Alliance campuses. The parents were flanked by large copies — in Spanish and English — of a public records request they are sending to Alliance. The request asks for such information as "the name and amount paid to any and all consultants employed to write and develop the anti-union communication."
Meanwhile, three parents waited in an Alliance school building to respond to the claims. Brought together by the charter group, the parents said they have never felt any pressure from the school to fight unionization. The correspondence they've received from the school didn't bother them.
"I received a letter that was informing me, but definitely not trying to sway me," said Alma Marquez, whose daughter is in 11th grade at Alliance Leichtman-Levine Family Foundation Environmental Science High School.
"We've gotten letters from the union inviting the parents to get informed," said Linda Hernandez, whose daughter is a senior at Susan & Eric Smidt Technology High School.
The alleged harassment, part of a packet circulated by the union and the parents who support it, includes a Frequently Asked Questions document Alliance sent to parents in April. In response to the question "Why doesn't Alliance have a union?" the school chain wrote that "We believe UTLA's 359-page contract with LAUSD would create a barrier between teachers and their principals, limiting our ability to meet Here's what parents have to say about union efforts at Alliance charter schools - LA Times:

Report: Time spent on standardized testing in schools is underestimated - The Washington Post

Report: Time spent on standardized testing in schools is underestimated - The Washington Post:

Report: Time spent on standardized testing in schools is underestimated





A new report finds that the amount of time estimated that students spend on standardized testing in New York State is underestimated.
The report (see below) was done by Robin Jacobowitz and Kt Tobin of The Benjamin Center for Public Policy Initiatives at SUNY New Paltz. Jacobowitz is the director of education projects at The Benjamin Center, and  Tobin is the center’s associate director.  They conclude:
*In the 2014-15 school year, on average, 1,110 minutes were dedicated to the New York State standardized testing process (in reading and math) for students in Grades 3-6 and 1,134 minutes were dedicated to this process for students in Grades 7-8. This represents 2 percent of “required annual instructional hours” for Grades 3-6 and 1.9 percent for Grades 7-8, and exceeds — essentially doubling — the standard set by the state legislature.
*This is an underestimation of the time testing really takes. For one thing, science testing,  mandated for students in 4th and 8th grades, are not included. In addition, the 180-day school year is used as a basis for establishing instructional hours in a year, even though previous research demonstrates that students in New York State do not receive the assumed 180 required days of instruction.
*The researchers did not measure all tasks associated with Grades 3-8 standardized testing, such as practice tests or test prep. Thus, the 2 percent is called a floor for the amount of time devoted to Grades 3-8 testing in New York.
*Instruction on testing days is limited well beyond the actual time students spend taking the tests. Whole schools are impacted by testing, even for non-testing grades.
Here’s a post on the report by its authors. While they look at New York State, the issues they raise about time spent on testing affect every state.

By Robin Jacobowitz and Kt Tobin
How much time does testing in schools really take?
A survey of New York State teachers who administered standardized assessments this past spring in Grades 3-8, conducted by the Benjamin Center at SUNY New Paltz, demonstrated that these tests took about 2 percent of the minimum required annual instructional hours. This is double the 1 percent limit placed on these assessments by the New York State legislature in 2014 — and this does not include many of the other tasks associated with New York Grades 3-8 testing, such as field tests, practice tests, makeup tests, test prep and lengthier administrations for English Language Learners or students with special needs.
This fall, Governor Andrew Cuomo charged his newly created Common Core Task Force with examining the quantity and length of exams. The state Education Department announced plans to reduce state-administered 2016 exams by eliminating some questions but not the time allotted to take the tests. And at the national level, the Obama administration called on lawmakers to ensure that tests not exceed 2 percent of classroom time.
But these policy choices about placing limits on testing time in schools are missing a key common-sense point: The proper measurement of time devoteReport: Time spent on standardized testing in schools is underestimated - The Washington Post:

Bennet selected to committee overhauling K-12 education bill

The Durango Herald 11/18/2015 | Bennet selected to committee overhauling K-12 education bill:

Bennet selected to committee overhauling K-12 education bill

Joint House-Senate conference committee working to reconcile legislative differences



WASHINGTON – U.S. Sen. Michael Bennet, D-Colo., has been named a member of the joint House and Senate conference committee tasked with reauthorizing and fixing the No Child Left Behind Act.
The bipartisan conference committee will reconcile differences between bills passed earlier this year by both the House of Representatives and Senate to reauthorize the Elementary and Secondary Education Act, the main federal law governing K-12 public education.
No Child Left Behind, the latest iteration of the Elementary and Secondary Education Act, was passed in 2002 and expired in 2007.
“We are on the precipice of finally fixing the problems with No Child Left Behind,” said Bennet, a member of the Senate’s Health, Education, Labor and Pensions Committee. “We must maintain the strengths from that law which allow us to monitor our kids’ progress and ensure we are preparing them for future success while re-empowering those closest to our kids to make decisions about their education.”
The compromise bill being worked out will reportedly limit the government’s role in overseeing K-12 education and would allow states to have a greater say in the use of state-level assessments for accountability purposes.
The U.S. Senate voted on Tuesday to appoint all 22 members of the Senate’s HELP committee to serve on the conference committee. House Speaker Paul D. Ryan, R-Wis., and House Minority Leader Nancy Pelosi, D-Calif., respectively announced the selection of 10 House Republicans and seven House Democrats to the committee.
Bennet, who previously served as superintendent of Denver Public Schools, helped to write the Senate version of the ESEA reauthorization bill, the Every Child Achieves Act that passed the Senate this past July in an 81-17 vote.
That bill included dozens of provisions, authored by Bennet, to address issues such as inequality, school and district budgetary issues, and the lack of resources provided to rural school districts. In announcing his selection to the conference committee, Bennet said he would continue to push for legislative solutions that address these issues.
“While this bill is just one step to addressing the challenges facing kids living in poverty, we will work to ensure it includes important tools to help our states, school districts, principals and teachers prepare our kids for the 21st century,” Bennet said.
egraham@durangoherald.com. Edward Graham is a student at American University in Washington, D.C., and an intern for The Durango Herald.The Durango Herald 11/18/2015 | Bennet selected to committee overhauling K-12 education bill:

Our Own Private Disaster - Terrible Schools Are Great for Business | Boston Review

Our Own Private Disaster | Boston Review:

Our Own Private Disaster 

Terrible Schools Are Great for Business

Interior of Israel M. Augustine Middle School showing damage from Hurricane Katrina. Like many of New Orleans's former public schools, the building remains derelict and abandoned since the storm. Photo: shkizzle


The Inevitable City: Hurricane Katrina, New Orleans, and 10 Principles of Crisis Leadership
Scott Cowen with Betsy Seifter
St. Martin's Press, $17 (paperback)

In August 2015 Kristen McQueary published an op-ed in the Chicago Tribune wishing that a Hurricane Katrina would wash away Chicago’s teachers unions and public housing:
That’s what it took to hit the reset button in New Orleans. . . . A new mayor slashed the city budget, forced unpaid furloughs, cut positions, detonated labor contracts. . . . An underperforming public school system saw a complete makeover. A new schools chief, Paul Vallas, designed a school system with the flexibility of an entrepreneur. No restrictive mandates from the city or the state. No demands from teacher unions to abide. Instead, he created the nation’s first free-market education system.
McQueary later apologized, but she was only repeating the beliefs of many of the country’s elite, who wish to do away with teachers unions and dispossess the long-term residents of American cities who trenchantly resist efforts to privatize social services. Former Tulane University president Scott Cowen’s new book, The Inevitable City, demonstrates how one member of the white New Orleans elite took it upon himself to subject his city to disaster capitalism post-Katrina, which he sees as model leadership to guide others seeking to do the same in their cities.
In Cowen’s thinking, Hurricane Katrina presented a golden opportunity to remake New Orleans as a privatized, corporatized playground for white tourists and tech companies—liberated from the troublesome teachers unions, housing projects, and neighborhood interests that he believes held the city back for decades. African Americans remain a part of this technocratic city, but they primarily appear as iconic touchstones—musicians, chefs, Mardi Gras Indians—whose purpose is to bring local color to new New Orleans. He states that Katrina “was the crisis that forced new ideas,” ideas he himself claims he led. He fails to provide a moral calculus for finding these opportunities on the backs of the city’s 1,800 dead.
In fact, in the past decade New Orleans has been quite utterly transformed by the displacement of the largely impoverished African American population and by the privatization of the city’s social services. Prison corporations took over the city’s jails while charter school evangelists wrested control of education, making it the nation’s first all-charter school system. The city tore down thousands of units of public housing. The New Orleans school system fired 7,500 unionized teachers—mostly African Americans—and replaced them with Teach for America workers, sending untrained and idealistic young volunteers into impoverished schools. The public housing projects of pre-Katrina New Orleans had more than their share of problems and probably needed to be torn down. But the new mixed-income projects have pushed poor residents who serve as the labor force for the French Quarter out into distant New Orleans East, where they have no access to public transportation. Sixteen thousand New Orleans residents are currently on a waitlist for subsidized housing. Wealthy whites have increasingly gentrified large swaths of the city, engineering a carnival of food, drink, and culture without the messiness of poverty and racial strife that has underpinned the city for two hundred years. Meanwhile, rapid gentrification led by politicians and corporations retains the city’s famed culture as amenities for the consumption of wealthy whites instead of as the culture of everyday people.
• • •
Naomi Klein’s The Shock Doctrine popularized the idea of disaster capitalism by focusing on how corporations, rich world governments, and international funding agencies take advantage of economic crises to “shock” the economic system by privatizing public resources, creating profit for corporations while generating inequality and despair for the purported beneficiaries of this “largesse.” New Orleans has become a prime example of what happens when disaster relief is privatized and allowed to reshape cities without input from—and often to the exclusion of—those most affected: the residents.
A free-market city is an exploitative city, one that displaces the poor and overpowers democratic structures.
In The Inevitable City, Cowen is proud to have taken advantage of the hurricane to implement Shock Doctrine ideology in New Orleans, starting with Tulane and moving on to the New Orleans public school system. His first post-Katrina priority was to get Tulane up and running because the city needed the jobs and the potent symbol of a functioning university. But in doing so, Cowen led two controversial initiatives. First, he pushed through the chartering of a nearby, predominantly African American school so that the children of his mostly white employees would have a place to send their children. Second, he unilaterally reorganized Tulane, firing tenured professors and consolidating programs without input from faculty. This led to his censure by the American Association of University Professors. He justifies both as examples of his leadership in tough times:
A first principle of leadership is “Do the right thing,” despite opposition. Leaders have the realism to face the facts, the wisdom to weigh the options, the will to make a decision, and the audacity to act. Which is another way of saying, Stand up and do what you think is best.
Cowen’s vision of leadership seems to be that one simply does what one wishes—that displaced black schoolchildren are in effect mere impediments to a kind of self-actualization that one achieves through proper “leadership.”


Unfortunately, that school was merely the beginning. Cowen went on to be a central player in the transformation of New Orleans into the first all-charter school district in the United States. While Cowen and others champion the results—including purportedly higher test Our Own Private Disaster | Boston Review:

Does It Pay To Pay Teachers $100,000? : NPR Ed : NPR

Does It Pay To Pay Teachers $100,000? : NPR Ed : NPR:

Does It Pay To Pay Teachers $100,000?

Once all but unattainable, a six-figure salary is a reality for a growing number of teachers.




We're brought up to believe our teachers are modern-day saints.
Just look at how we portray them in the movies and on TV. From Dead Poets Society's iconic Mr. Keating to resourceful LouAnne Johnson in Dangerous Minds, we reinforce time and again that teaching is a noble calling.
These teachers are heroes, we're told. It's hard to imagine them even thinking about money.
But their real-life counterparts aren't getting rich, either. The average pay for a teacher in the United States? About $56,000, usually higher in urban districts, lower in rural ones. Add the fact that salaries fell in recent years, and it's probably no surprise that more teachers are leaving the profession, with fewer entering it.
And yet, here and there, in a few places around the country, some teachers have attained what has long been considered a mark of success in this country: a six-figure salary.
One place you can find them is Washington, D.C. After 14 years teaching in the nation's capital, Hope Harrod is closing in on that magic number.
"I didn't expect to make the kind of money I'm making now," she says.
Sure, $100,000 doesn't put you up there with hedge-fund managers. But it's still good money.
These days, paying teachers that much is "unusual, but not rare," says Dick Startz, an economist with the University of California, Santa Barbara. And it's becoming less rare every day.
The teacher shortages and pipeline problems are leading some school districts back to the drawing board — or chalkboard, rather. And increasingly, one of the things on the table is higher pay — even six figures.
In most places, reaching that magic number still means getting there the old-fashioned way — with a master's degree and 10 or 20 years on the job. And in places like New York state, salaries are given a hefty boost simply because the cost of living is higher, too.
So what's new? A growing number of districts are looking to change that pay structure. The goal: Give teachers, even younger teachers, the chance to earn more. Reward them not for seniority or advanced degrees, but for how well they teach.
Startz called these strides a "very small step" in the right direction. "If we want a large set of people to do a job relatively well, we have to pay them relatively well," he said.
'It's A Really Good Feeling'
Until a few years ago, Hope Harrod made better than the national average for a teacher, but nowhere near six figures. The 40-year-old educator, who teaches fourth- and fifth-graders at John Burroughs Elementary School in Washington, says that changed in 2010. That was the year Michelle Rhee, then the city's schools chancellor, Does It Pay To Pay Teachers $100,000? : NPR Ed : NPR:

Wednesday, November 18, 2015

Is homelessness among U.S. kids declining, or surging? It depends on who you ask. - The Washington Post

Is homelessness among U.S. kids declining, or surging? It depends on who you ask. - The Washington Post:

Is homelessness among U.S. kids declining, or surging? It depends on who you ask.

Sierra Oliver, age 2, eats in the lobby at the Days Inn motel in Washington in July 2015. She and her family were homeless and living in the motel as a temporary shelter. (Michael S. Williamson/The Washington Post)

Is child homelessness declining, or is it skyrocketing? If you are looking at federal government figures for the answer, you could be forgiven for being confused.

According to new data the Department of Housing and Urban Development released Thursday, family homelessness has declined 12 percent since 2008. And on a single night in January, there were 127,000 homeless children nationwide, according to the data, which comes from HUD’s annual point-in-time count.

But data from another branch of the federal government paints a very different and far less rosy picture: There are 1.36 million homeless students in the nation’s K-12 public schools, 70 percent more than in 2008 and double the number in 2006, according to the Education Department.

[Number of U.S. homeless students has doubled since before the recession]

The discrepancy is due to the two agencies’ differing definitions of what it means to be homeless. HUD counts families who are living in shelters and on the streets, whereas schools also include students in more hidden situations, such as families who are paying for motel rooms or are doubled up with other families.

Some advocates are pushing HUD officials to adopt Education’s broader definition, arguing that there are many families in unstable and unsafe housing situations who need help but who don’t have access to services because they are not on the street and therefore aren’t considered homeless.

“The urgency of child and youth homelessness requires an alignment of federal definitions of homelessness,” Barbara Duf­field of the National Association for the Education of Homeless Children and Youth said in a statement earlier this month, when HUD released 2014 figures that reflected the same disparity.

Congress is considering legislation that would require HUD to begin counting students in motels or doubled up as homeless. HUD officials said that would make it more difficult for them to target their limited resources for the most vulnerable children: those who have no place to go but a shelter or a patch of sidewalk.

“We really want to make sure that those young people are served first and served well,” said Ann Oliva, HUD’s deputy assistant secretary for special needs.

Oliva cautioned that the agency’s estimates of child homelessness are imperfect because of recent changes in the counting method. She also said that HUD is working closely with officials from Education and from Health and Human Services to figure out what the varying figures on homelessness mean and how they should shape policy. In its 2014 report on homeless Is homelessness among U.S. kids declining, or surging? It depends on who you ask. - The Washington Post:

Curriculum materials a sticking point in Common Core implementation | EdSource

Curriculum materials a sticking point in Common Core implementation | EdSource:

Curriculum materials a sticking point in Common Core implementation




During the five years since California adopted the Common Core State Standards for mathematics and English language arts, the search for high-quality textbooks and curriculum materials has been a sticking point, in some cases the major one, in effectively and speedily implementing the new standards.
That’s according to leaders in several school districts where EdSource is tracking Common Core implementation. School districts are making progress in finding and selecting the right materials, but the complicated effort is still underway in these districts and many others across the state.
“Preparation and timing of available resources has been the most difficult aspect of this rollout,” said Fresno Unified Superintendent Michael Hanson when the state released scores from the Smarter Balanced tests, which were based on the Common Core standards and administered last spring. After going through a months-long process of piloting new materials with 350 teachers, Hanson said, “we’re only now using appropriate math materials.”
Hanson is not alone. In four of six districts being tracked by EdSource (Fresno, Elk Grove, Garden Grove and San Jose Unified) as they implement the Common Core, district leaders said that finding appropriate instructional materials has been a significant obstacle to teaching classes aligned with the new standards.
“The biggest challenge has been the lack of textbooks and materials,” said Gabriela Mafi, superintendent of Garden Grove Unified, a predominantly Latino district in Orange County.
The root of the problem, argued Phil Daro, a principal author of the Common Core math standards, is that “districts tried to switch to the Common Core before there were any books aligned with them.”
That, however, was not the fault of districts. The state adopted the Common Core in 2010, but the State Board of Education only approved a recommended list of K-8 math textbooks and materials in January 2014 – and only did so two weeks ago forK-8 materials in English language arts. During that five-year period, students took new Smarter Balanced tests aligned with the standards.
Textbook publishers were slow to come up with materials that were fully aligned to the Common Core standards. In many cases, materials that were purportedly aligned with them were just hastily updated versions of older materials.
“In some situations I think publishers have taken a sticker and put it on the old set of standards and called it a Common Core book,” said Elk Grove Curriculum materials a sticking point in Common Core implementation | EdSource:

Charter school supporters raise concerns about impact on LAUSD | 89.3 KPCC

Charter school supporters raise concerns about impact on LAUSD | 89.3 KPCC:

Charter school supporters raise concerns about impact on LAUSD 




Heads of three large California nonprofits that support charter schools called this week for careful consideration of a plan for a major expansion of charters and its impact on the Los Angeles Unified School District.
In a letter Tuesday to LAUSD, its teachers union, and the Broad Foundation that drafted the charter school expansion plan, the three leaders called on all parties to bring more members of the community into the discussion.
“As part of the analysis of the Broad proposal, careful consideration should also be given to the effect of such alternative school expansion on the LAUSD. School initiatives in other cities have demonstrated that the intended reforms often fall short if they are done to communities rather than with communities,” the letter said.
Signing the letter were Fred Ali, president of the Weingart Foundation, Antonia Hernandez, president of the California Community Foundation, and Robert Ross, president of the California Endowment.
The groups have awarded grants to charter schools to help the alternative campuses train parents to get involved in their children's education and improve student health, among other efforts.
The letter follows release of a report this month by a blue-ribbon panel that painted a grim picture of the district's financial future given rising worker benefits and declining enrollment that reduces state funding. 
At a recent panel discussion, LAUSD Board President Steve Zimmer criticized the expansion plan and its aim to enroll 130,000 new students in charter schools. He said it could push LAUSD into bankruptcy because state funding would follow the students.
Broad Foundation Executive Director Gregory McGinity responded that he didn't think that would happen, saying he had faith in the school board and arguing that other districts around the country have a high percentage of charter schools and are thriving.
The three nonprofit leaders who signed the letter said they are aware of the financial hardships the school district will be facing.
Ross told KPCC that given the district's problems, he's concerned that opening large numbers of new charters “actually leaves children who don’t have access to those charter schools with a lower quality of education than they had before.”
The foundation leaders propose that the charter plan be significantly modified to include input from other community groups. They also proposed using some of the $490 million funds projected to start 260 new charters envisioned in the plan to fund non-charter campuses in LAUSD, such as high-performing magnet schools and pilot schools that have modified teacher contracts.
The three said they were not interested in taking a position on the Broad initiative, but offered to act as neutral conveners of discussion about “doing what is best for all of our parents and children.”
Meanwhile, a new group called Great Public Schools Now is taking over administration of the charter expansion from the Broad Foundation. 
“The idea is not to give money to existing high-quality schools,” said the group’s spokesman Glenn Gritzner. “We want to fund those students that don’t have educational options.” 
That could include giving money to magnet schools or pilot schools run by LAUSD, if the district is expanding seats in those schools, he said.
Gritzner said the charter expansion plan is still in a draft form and will be modified before the final version is released in the first part of next year.
He also said $490 million price tag is on the high end and meant to attract funders. Some funders have already come forward, although he would not name them.
The Weingart Foundation, California Community Foundation and The California Endowment are among the supporters of SCPR, but are not involved with its editorial operations.




Charter school supporters raise concerns about impact on LAUSD | 89.3 KPCC:








Choosing Democracy: Friedrichs v California CTA #WORKTOGETHER

Choosing Democracy: Friedrichs v California CTA:

Friedrichs v California CTA



Friedrichs_3_800


Choosing Democracy: Friedrichs v California CTA:

U.S. Department of Education: Information Security Review - United States House Committee on Oversight and Government Reform

U.S. Department of Education: Information Security Review - United States House Committee on Oversight and Government Reform:

U.S. DEPARTMENT OF EDUCATION: INFORMATION SECURITY REVIEW




Full House Committee on Oversight and Government Reform
HEARING DATE: NOVEMBER 17, 2015 10:00 AM 2154 RAYBURN HOUSE OFFICE BUILDING

TAKEAWAYS:
• The Department of Education (DoEd) has at least 139 million unique social security numbers in its Central Processing System (CPS).
• Reminiscent of OPM’s dangerous behavior, DoEd is not heeding repeat warnings from the Inspector General (IG) that their information systems are vulnerable to security threats.
o In the IG’s latest report, there were 6 repeat findings and 10 repeat recommendations.
o The Department scored NEGATIVE 14% on the OMB CyberSprint for total users using strong authentication
o The Department received an “F” on the FITARA scorecard
• The Department maintains 184 information systems.
o 120 are managed by outside contractors
o 29 are valued by the Office of Management and Budget (OMB) as “high asset”
• The National Student Loan Database (NSLD) houses significant loan borrower information. There are 97,000 accounts/users with access to this significant data yet only 5,000, less than 20%, have undergone a background check to establish security clearance.
o The IG penetrated DoEd systems completely undetected by both the CIO or contractor
• The Department needs significant improvement in four key security areas:
o Continuous monitoring
o Configuration management
o Incident response and reporting
o Remote access management
PURPOSE:
• To examine information security at the U.S. Department of Education, including the Agency’s efforts to secure the personally-identifiable information (PII) provided by federal student aid applicants and their parents.
• To review recent findings of the U.S. Government Accountability Office and the Department’s Inspector General (IG).
BACKGROUND:
• The U.S. Department of Education is responsible for managing the portfolio of over 40 million federal student loan borrowers holding over $1.18 trillion in outstanding debt obligations. The Department also manages other student aid programs, such as the Pell Grant program that annually serves 8.3 million students. These programs often require applicants and their parents to provide the Department with their PII.
• In FY2014, the IG found that, “While the Department made progress in strengthening its information security program, many longstanding weaknesses remain and the Department’s information systems continue to be vulnerable to serious security threats.”
KEY VIDEOS:
Chairman Chaffetz (R-UT):
“Here they’re managing more than $1 trillion dollars in assets, liability for the United States, it’s basically the size of Citibank and the CIO meets with the Secretary maybe twelve times a year. That’s absolutely stunning. And looking at the vulnerability of almost half of the population of the United States of America has their personal information sitting in this database which is not secure.”
Rep. Jody Hice (R-GA):
“How in the world can you give yourself a 7 out of 10 when you’re using technology that isn’t even supported?…When can we expect the system to be secure?…This is an issue, Mr. Chairman, that hits every district in this country.”
Rep Will Hurd (R-TX):
“IG reports show that since 2011 there was no mechanism to restrict the use of unauthorized devices on the network. Having the ability to find devices on your network, does it really take four years to figure that out?…To implement controls on 6000 users should not take four years… This is completely unacceptable. This is the kind of issue that the American people are completely frustrated with.”

WITNESSES AND TESTIMONIES

NameTitleOrganizationPanelDocument
Mr. Greg WilshusenDirector, Information Security IssuesU.S. Government Accountability OfficeDocument
The Honorable Kathleen S. TigheInspector GeneralU.S. Department of EducationDocument
Mr. Danny A. HarrisChief Information OfficerU.S. Department of EducationDocument

RELATED DOCUMENTS

NameDocument
FY 2015 Cybersecurity Sprint ResultsDocument
Dept. of Education FITARA Implementation ScorecardDocument
U.S. Department of Education: Information Security Review - United States House Committee on Oversight and Government Reform:


ESEA Reauthorization: What’s in the Box? | deutsch29

ESEA Reauthorization: What’s in the Box? | deutsch29:

ESEA Reauthorization: What’s in the Box?






In July 2015, I read that Senator Lamar Alexander expected to have the next version of the Elementary and Secondary Education Act (ESEA) completed by December 2015.
It looks like he will accomplish that goal. Here’s how:
In July 2015, both House and Senate passed bills to reauthorize the Elementary and Secondary Education Act (ESEA) of 1965. The House version is known as the Student Success Act (SSA); the Senate version is called the Every Child Achieves Act (ECAA) of 2015.
Both are an effort to reauthorize the last version of ESEA known as the No Child Left Behind (NCLB) Act of 2001. Since both House and Senate have passed versions of an ESEA reauthorization, they now must come together and sort out the issues that differ between their two versions so that they might present a single bill to both houses for a vote.
The committee chairs who presided over the House and Senate bills, Representative John Kline (R-MN) and Senator Lamar Alexander (R-TN), respectively, apparently had their people work with the people of Representative Bobby Scott (D-VA) and Senator Patty Murray (D-WA) during September and October so that the four of them (likely through their people) could create what they are calling a “framework” for a single ESEA reauthorization bill.
On November 17 and 18, 2015, both House and Senate, respectively, decided upon the members of the conference committee that is supposed to negotiate the single ESEA reauthorization bill. But events are moving at warp speed for this conference ESEA Reauthorization: What’s in the Box? | deutsch29: