The most exciting announcement last week for education advocates was the naming of Arne Duncan, superintendent of Chicago Public Schools, to the position of secretary of education. His nomination by President-Elect Obama was met with high praise and great enthusiasm. Duncan is viewed as a practical reformer who has energized and revamped the troubled Chicago school system. His close personal relationship with the president-elect is further evidence that education will be a priority in the new administration. The full spectrum of the education community endorsed the selection, a sign that Duncan is as skilled a politician as he is a school leader.

With Congress home for the holiday recess, the Capitol was quiet last week. In sharp contrast was Obama's Transition Team. There were countless meetings with stakeholders, many focusing on education plans and promises. In spite of the frightening budgetary climate, it appears the new president is intent on keeping his campaign pledges about more funding for early childhood services, K-12 education programs and reducing the cost of higher education for low-income students.

Those few Hill holdouts were hard at work readying a large economic stimulus package, now estimated at $850 billion, for debate in early January. Appropriations staffers also continued their efforts to finalize the omnibus spending bill for FY 2009. The goal for both of these proposals is to have them on the new president's desk for signing the day he takes office. Education advocates are optimistic that the stimulus will address school construction needs, special education, Pell Grants and perhaps other efforts to help school districts recover from dwindling state revenues.

On Dec. 16, the Center for American Progress (CAP) held a forum focused on the impact and value of expanded learning time for English language learners (ELLs) and released a new publication authored by Melissa Lazarín, CAP's associate director of education policy, titled "A Race Against the Clock: The Value of Expanded Learning Time for English Language Learners." Over the past several years CAP has been a strong proponent of expanded learning time as a powerful intervention for schools in need of improvement, and the center is now expanding the conversation to include a focus on the impact of this reform on target populations. Noting that "time is of the essence" for children learning English, ELLs must not only learn a new language, they must keep pace with their English-proficient classmates who continue to acquire new vocabulary while increasing their literacy and math skills. Lazarín also pointed out that the Latino school population is the fastest-growing in the country, with over five million ELLs in grades PK-12, which comprises more than 10 percent of total public school enrollment. In addition, the second largest student subgroup, Latinos, include a significant portion (39 percent) of ELLs. Meanwhile, in 2005, only 29 percent of fourth-grade ELLs scored at or above the basic level in reading, compared with 75 percent of non-ELLs as reported on the National Assessment of Education Progress (NAEP). The achievement gap is slightly larger among eighth-graders. This gap has become increasingly evident over time, but what is less evident is how to close it. In addition to analyzing more effective language instruction, other academic interventions must be explored as well.

Speaking directly to this point, panelists Nella Garcia from the YES Prep Schools in Houston, Texas, and Sarah McLaughlin, representing the Massachusetts Department of Elementary and Secondary Education, shared details of the interventions being incorporated at both the state and school-levels under an expanded-day/year schedule in schools that serve a significant ELL population. While there is still no long-term data on the effectiveness of these programs, both panelists shared promising results from their efforts. Although no single definition of expanded learning time exists, both Garcia and McLaughlin expressed support for the principles included in CAP's definition: incorporate at least a 30 percent increase in the school day, week or year; implement the increased time throughout the school in a comprehensive manner; and incorporate additional academic learning time as well as enrichment activities and professional development for teachers, i.e., expanding learning time should not be "more of the same." In conclusion, all panelists noted that "experimenting with the use of time is an obvious strategy given the unique role that time plays in an ELL's educational career," since these students have more to learn in the same amount of time as their peers.

What Works Clearinghouse Hosts Event on Education Research: On Dec. 12, the What Works Clearinghouse hosted "Education Research: Moving Evidence on What Works Into Practice." The event featured panel discussions on the challenges facing those charged with evaluating education research. Likening educational interventions to medical ones, representatives of the U.S. Cochrane Center and the National Institutes of Health shared their challenges and experiences in reviewing and evaluating medical research. Their colleagues noted that the education research community could learn from these protocols and processes. The discussions also revealed that the quantity and quality of education research are issues that still need addressing. Further, the dilemmas facing education researchers and curriculum developers as they simultaneously implement interventions and document their effects were discussed. On the policy front, it was noted that policymakers are often dismissive of the What Works Clearinghouse, as they question the results of the effort, since few interventions are included in its recommendations. The frustrations of explaining the challenges of education research to education staffers were discussed as well. More information.

AYPF Highlights State-level School Improvement and School Turnaround: On Dec. 12, the American Youth Policy Forum hosted "School Improvement and School Turnaround: State-Level Initiatives in Louisiana and Maryland." At this forum, panelists spoke about state-level approaches to school reform and turning around chronically underperforming schools. Ramsey Green, budget and policy director for the New Orleans Recovery School District, discussed rebuilding the public education system in New Orleans after Hurricane Katrina. He noted that the Louisiana's Recovery School District (RSD) temporarily manages all low-performing schools in the city, including the numerous charter schools. After the hurricane, the RSD began to rebuild the school facilities within the district's control. During reconstruction, the RSD experienced failing test scores and a student-teacher ratio surpassing 35 to 1 in many classrooms. He noted that in 2007, with the help of a new state superintendent of education, the student-teacher ratios lowered to 20 to 1, extended day and summer school programs were launched in most schools, and information technology was brought into schools at unprecedented levels. Ron Peiffer, deputy state superintendent for academic policy in Maryland, noted that when NCLB was implemented many of Maryland's schools were determined to be "failing" and needed help. To turn around these schools, the state chose to provide technical assistance to local school districts and provide oversight for accountability by creating a "Breakthrough Center." The Breakthrough Center includes a solutions network to assess schools' operational and performance, helps coordinate service delivery and eliminates overlap, establishes uniform standards for measuring service impact, provides statewide access to successful reform strategies and offers participation incentives to service supplier and recipients. More information.