We want to obviously foster a relationship that we're a partner with states; that we all share the same goals of closing the achievement gap, just as the Congress does; and that we're practical and sophisticated enough to understand what they're talking about.
From Margaret Spellings
We know that if we're going to remain economically competitive in the world, and viable as a civic democracy, that we're going to have to get more people educated to higher levels.
I think all kinds of parents are different in what they're seeking.
It's a hard process to navigate... to figure out where your kid ought to go to college.
I think it'd be useful for parents to know kind of what is the culture of an institution.
There's lots of institutions and lots of different cultures, and so that's the kind of thing that parents need to be able to evaluate, and students themselves, when they make a selection.
For too long, actually, we have either said you're this or that.
We at the Department of Education are going to provide technical assistance; I've committed $14 million to show states how they might meet this more sophisticated approach.
In Connecticut, my understanding, although I haven't seen the actual litigation, is that they want to measure every other year and not provide annual assessment as is required in the statute.
And I think that's righteous, I think that's what parents want to know. They want to know what's going right in the school, and what needs improvement, and that's what this law does.
8 perspectives
5 perspectives
3 perspectives
2 perspectives
1 perspectives