WASHINGTON
CORNER
second option is the “restart model,” under awards will come in three categories—scale proven programs that can guarantee positive
which the school must close and restart up, validation, and development. Scale-up outcomes for students.
as a charter school managed by a charter awards could be as large as $50 million, and
management organization. The third option is will only go toward the growth of programs Reauthorization through regulation
“school closure,” in which the school would that have been proven through extensive Each of these grant programs constitute major
simply close and transfer students to a higher research to work. Validation grants may reforms in federal education policy. While they
performing school. The fourth option is the be as large as $30 million, and will go to were loosely authorized by Congress with the
“transformation model.” Transformation is programs that have signifi cant evidence of passage of ARRA, they have been developed
considered the most fl exible of the options, effectiveness, but require more research and defi ned through the regulation process at
but still requires many major school wide before further growth and investment the U.S. Department of Education. Technically,
changes, including the replacement of would be warranted. Development grants, ESEA still needs to be reauthorized by
the principal and implementation of new which may be as large as $5 million, will be Congress. But not only has the blueprint for
strategies to develop effective school awarded to explore untested but promising the renewal been written, the foundation has
leaders and teachers, the implementation research based ideas. been poured and the fi rst fl oor has been built.
of comprehensive instructional reform The President has proposed to continue We will be living in this house for the next
strategies, an increase in learning time, and funding this new program at the level of decade, so school leaders must pay careful
increased operational fl exibility. $500 million, indicating a strong commitment attention to this reauthorization through
Schools can no longer qualify for these to the role of research and development in regulation.
funds by choosing the undefi ned “other” education reform.
option allowed by NCLB. Title I schools that About the author
are not in the lowest fi ve percent can still The role of evidence Lauren Gibbs is a Senior Federal Policy
apply for school improvement funds, and Unlike NCLB, which referred to “scientifi cally Analyst at the Center for Research and Reform
implement the “other” option, but they based research” 110 times, ARRA mentions in Education at Johns Hopkins University.
will be judged against schools with more evidence less often, but perhaps to greater
structured plans. effect, as it directs schools toward proven
Prior to ARRA, this program received programs. It is in i3 that evidence plays the
Further reading
annual funding of $546 million. The most obvious role, as innovations must be
For more information on the grant
President has proposed to increase this both based on evidence (or proven) and must
programs reviewed in this article, visit
baseline to $900 million. be rigorously evaluated. With the exception
www.ed.gov/policy/gen/leg/recovery/
of SFSF, all of these programs are structured
programs.html.
Investing in Innovation Fund as competitive grants. This competition
The Investing in Innovation fund (i3) is a will drive schools towards programs that
For more information on the President’s
$650 million competition that will fund will make their applications stand out—and
Budget proposal for the continuation
districts and non-profi t organizations evidence of effectiveness will certainly do
of these programs, visit www2.ed.gov/
partnering with districts to implement that. The increased accountability for results
about/overview/budget/budget11/
school improvement innovations. These should drive school leaders towards these
summary/index.html.
winter 2010 Better: Evidence-based Education 23
Better(US)Win10 pp22-23 Washington.indd 23 23/2/10 17:07:52
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28