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Wednesday, July 11, 2007

7:00 AM -- 5:30 PM
Registration Desk (session #300)


7:00 AM -- 5:30 PM
Media Office (session #305)


7:00 AM -- 5:30 PM
Cyber Cafe (session #310)


7:30 AM -- 10:00 AM
click here for all sessions about P-16 issues

Tough Choices, Tough Times: Does Our Education System Need To Be Rebuilt? (session #315)
The New Commission on Skills for the American Workforce makes the case for a wholesale redesign of the education system to meet the competitive challenges from countries whose residents will be better educated and willing to do the work of Americans at a much lower cost. The Commission offers a comprehensive set of recommendations to include redistributing education funding to pay for early childhood education, offering board exams in 10th grade to determine eligibility for higher education and shifting the burden for funding education completely to the state. This session will consider the Commission's ambitious vision and explore its viability among policymakers as a useful blueprint for increasing the educational achievement of Americans.



PARTICIPANTS

Tim Kaine, governor, Virginia; member, ECS Steering and Executive Committees

Scott Palmer, partner, Holland and Knight, LLP, District of Columbia

Jeanne Shaheen, director, Institute of Politics, John F. Kennedy School of Government, Harvard University, Massachusetts; former governor of New Hampshire

Marc S. Tucker, president, National Center on Education and the Economy, District of Columbia


10:00 AM -- 10:15 AM
Break (session #320)


10:15 AM -- 12:00 PM
click here for all sessions about P-16 issues

Plenary Dialogue Breakout: Getting It Done - How to Institute Education Reform Politically and Philanthropically (session #331)
This facilitated discussion focuses on how the political and philanthropic process can effectively impact systemic change in education. The facilitated discussion format will focus on the levers, landmines and elephants in the room in education and how they can be addressed or utilized to create meaningful change. Scott Palmer (Holland & Knight) and Jeanne Shaheen (Harvard University) will be available to offer insights.



10:15 AM -- 12:00 PM
click here for all sessions about postsecondary issues

Educating Today's Adult Workforce (session #325)
The driving force behind U.S. competitiveness in the global economy for the next 10 to 15 years are those individuals who are already in the workforce. Unfortunately, many states have not created aligned adult education systems that move individuals from adult basic education, through postsecondary education onto a career ladder. This session will present first-of-its-kind research tracking various adult education indicators in states to determine the extent that these systems are successfully educating adult students for the workforce. The session will explore the policy implications from the research and strategies for how states can better align their adult education systems.



PARTICIPANTS

Cheryl D. Blanco, vice president for lifelong learning policy and research, Council for Adult and Experiential Learning, Illinois

Thomas Horgan, president & CEO, New Hampshire College and University Council; member, ECS Steering and National Forum Committees

Patrick Kelly, senior associate, National Center for Higher Education Management Systems, Colorado

Charles McGrew, director of information and research, Kentucky Council on Postsecondary Education


10:15 AM -- 12:00 PM
click here for all sessions about early learning issues

Accountability for Pre-K: The Role of Assessments (session #326)
As states have increased their investment in early childhood programs, policymakers are seeking evidence that their programs are producing tangible benefits -- in particular, in terms of helping children learn. The National Early Childhood Accountability Task Force, a 15-member panel of early childhood experts and policy leaders, chaired by Dr. Sharon Lynn Kagan, was convened in late 2004 to address the accountability/assessment issue. The task force was charged with providing recommendations to states on how to effectively and appropriately assess young children and early childhood programs -- and on ways to use assessment data to guide and motivate program improvement efforts. This session will summarize the recommendations of the Task Force's recently completed report and share a variety of examples state assessment, evaluation and program accountability initiatives.



PARTICIPANTS

Harriet Dichter, deputy secretary, Office of Child Development and Early Learning, Pennsylvania Departments of Education and Public Welfare

Sharon Lynn Kagan, Marx professor of early childhood and family policy, Teachers College, Columbia University, Connecticut

Thomas Schultz, project director, Early Education Accountability, PEW Charitable Trusts, Pennsylvania

 

Caroline Smith, policy associate, National Conference of State Legislatures, Colorado


10:15 AM -- 12:00 PM
click here for all sessions about pre-K to 12 issues

State Success Stories in High School Reform (session #327)
High school reform, one of the most pressing issues in the education policy arena in recent years, is raising the same questions in states across the nation: What strategies are states using to keep high school students in school (or integrate them back into the system after dropping out)? What approaches are most successful in ensuring high school graduates are work- and college-ready? What obstacles or implementation issues have states faced in implementing high school reforms, and how did they overcome them? And, perhaps most importantly -- what does the research say on practices that best prepare students for the world after high school? Come to this session for answers to these questions, and more.



PARTICIPANTS

Clifford Adelman, senior associate, The Institute for Higher Education Policy, District of Columbia

Todd D. Flaherty, deputy commissioner, Department of Elementary & Secondary Education, State of Rhode Island

Dane Linn, director, Education Division, National Governors Association, District of Columbia

Lynn L. Lupold, high school redesign coordinator, Indiana Department of Education


10:15 AM -- 12:00 PM
click here for all sessions about pre-K to 12 issues

Student Engagement - Policy, Pedagogy and Partnerships (session #328)
There is evidence, over the past decades, that young Americans are not engaging in policymaking, legislative action and voting. However the past two elections have shown an upturn among 18-24-year-old voters, and teaching and learning strategies are showing favorable results in engaging youth in community improvement and development. This session will focus on specific strategies to assist policymakers and education leaders to authentically engage students in decisions and policies that impact them and their communities, and demonstrate effective ways schools can focus on their civic mission with positive impacts on student academic, social and career development.



PARTICIPANTS

Lyla B. Berg, vice-chair, House Education Committee, Hawaii House of Representatives

Douglas Finley, student, Georgetown University, District of Columbia

Trey Grayson, secretary of state, Commonwealth of Kentucky

L. Jay Lemons, president, Susquehanna University, Pennsylvania

Brenda Lilienthal Welburn, executive director, National Association of State Boards of Education, Virginia


10:15 AM -- 12:00 PM
click here for all sessions about pre-K to 12 issues

Understanding and Addressing the Equitable Teacher Distribution Challenge (session #329)
The promise of America's education system is to ensure all students meet their academic potential. However, many students in our most challenging schools do not have the high-quality teachers they need for this nation to keep that promise. The National Comprehensive Center for Teacher Quality has been working with regional comprehensive centers, states and districts across the nation that are implementing various strategies to address the issue of inequitable distribution. This session will include a review of research on differences in resource allocation that contribute to this disparity and highlight a comprehensive state-level system established to address inequitable teacher distribution.



PARTICIPANTS

Betheny Gross, researcher, Center on Reinventing Public Education, University of Washington

 

Justin Minkel, 2007 arkansas teacher of the year, Jones Elementary School, Arkansas

Cortney Rowland, program associate, Teacher Quality, Learning Point Associates, Illinois

Wesley G. Williams II, director, Office of Educator Equity, Ohio Department of Education Center for the Teaching Profession


10:15 AM -- 12:00 PM
click here for all sessions about P-16 issues

Plenary Dialogue Breakout: Tough Choices, Tough Times: Moving From the Report to Results (session #330)
This facilitated discussion focuses on how the recommendations from Tough Choices, Tough Times can be implemented in states. The facilitated discussion format allows participants to ask further questions, deepen knowledge and raise state policy issues focused on political levers and landmines that the Tough Choices report will likely encounter as it is considered in states. Marc Tucker (National Center on Education and the Economy) will be available to offer insights.



12:00 PM -- 2:00 PM
click here for all sessions about P-16 issues

Plenary Lunch: Student Unit Records: New Elephant in the Room? (session #340)
Establishing a national student unit record database system would allow students – no matter how mobile – to be followed for research and accountability purposes from preschool through postsecondary education. Currently, 44 states assign (or plan to assign) unique student identifiers that allow this, at least at the K-12 level. But the identifiers are unique only within each state – not across states. What would happen to state data systems if unique IDs followed students both across state boundaries and across the K-12 and postsecondary divide? Is the sought-after access to student data for transfer, admissions and statewide analysis worth the tradeoffs? What are the implications for existing state data systems? What are the privacy issues?



PARTICIPANTS

Clifford Adelman, senior associate, The Institute for Higher Education Policy, District of Columbia

Aimee R. Guidera, director, Data Quality Campaign, Minnesota

Hans L'Orange, vice president for research and information resources; and director, SHEEO/NCES Network, State Higher Education Executive Officers, Colorado


2:00 PM -- 2:15 PM
Break (session #345)


2:15 PM -- 3:45 PM
click here for all sessions about pre-K to 12 issues

The Impact of School Finance Studies on State Policy (session #350)
In the past five years the majority of state school finance systems have been the subject of internal or external studies. This session will examine what impact, if any, these studies have had on shaping state policy.



PARTICIPANTS

Molly A. Hunter, managing director, National Access Network, Teachers College, New York

Rae Ann Kelsch, chairman, house education committee, North Dakota; member, ECS Steering Committee, ECS commissioner, ECS Executive Committee and ECS Nominating Committee

Lawrence O. Picus, professor, Rossier School of Education, University of Southern California


2:15 PM -- 3:45 PM
click here for all sessions about pre-K to 12 issues

Providing a Solid Foundation for STEM Education: K-12 (session #351)
If the nation is to graduate more students with degrees in the science, technology, engineering and mathematics (STEM) fields, it is crucial that students in grades K-12 receive a solid preparation. What works for K-12 students? Panelists will discuss research, experience and proposed state actions.



PARTICIPANTS

Richard A. Duschl, professor, Graduate School of Education, Rutgers University, New Jersey

Elizabeth Lodal, former principal, Thomas Jefferson High School for Science and Technology, Virginia; ECS commissioner

Jewel D. Scott, executive director, Civic Council of Greater Kansas City, Missouri; member, ECS Steering Committee


2:15 PM -- 3:45 PM
click here for all sessions about pre-K to 12 issues

Plenary Dialogue Breakout: State Student Information Systems and Their Implications for K-12 Schools (session #355)
This facilitated discussion provides an opportunity to discuss more deeply the implications of the student unit record plenary session, but particularly for the K-12 level. The facilitated discussion format engages participants in discussion on specific policy issues and questions such as, how can state data systems allow for interstate collaboration and coordination? Aimee Guidera (Data Quality Campaign) will be available to offer insights.



2:15 PM -- 3:45 PM
click here for all sessions about postsecondary issues

Plenary Dialogue Breakout: Postsecondary Issues with Student Unit Record Data Systems (session #356)
This facilitated discussion will concentrate on the postsecondary aspects of the student unit record session. The facilitated discussion format allows participants to ask further questions, deepen knowledge and raise issues that might impact state student information systems. Clifford Adelman (IHEP) and Hans L'Orange (SHEEO) will be available to offer insights.



2:15 PM -- 3:45 PM
click here for all sessions about pre-K to 12 issues

Evaluating Teachers Based on What They Do (session #352)
The issue of teacher effectiveness is of increasing importance as the federal government decides the next step in qualifications and assessment of teacher quality. What systems are in place, however, to determine the effectiveness of a teacher, and how is that information used to improve his/her skills and abilities? The National Comprehensive Center for Teacher Quality is looking into this issue and exploring systems states and districts have created and implemented for determining teacher effectiveness based on outcome measures including student achievement, teacher evaluation through observation and other strategies. This session will review and discuss these types of systems, the policy and practice ramifications of their implementation, and the importance of matching teachers to context and using these systems for formative, rather than summative, evaluation.



PARTICIPANTS

Julia Indalecio, TES specialist and entry year coordinator, Cincinnati Public Schools, Ohio

Thomas J. Kane, professor of education and economics, Harvard Graduate School of Education, Massachusetts


2:15 PM -- 3:45 PM
click here for all sessions about postsecondary issues

Increasing College Readiness: Reinventing the Role of Postsecondary Education (session #353)
In a new pre-K through postsecondary education world, college readiness is no longer the strict purview of high schools. Postsecondary education institutions must be far more active and engaged in ensuring that students possess the skills they need to be successful in college. The old model of providing remedial education to students after they enroll at postsecondary institutions is proving to be both financially and politically unsustainable. As a result, postsecondary institutions must find more effective and efficient strategies for ensuring students are college ready. This session will look at how the Tennessee Board of Regents is using the highly regarded Program in Course Redesign system developed by the National Center for Academic Transformation, early assessment, dual enrollment and other early intervention strategies to improve college readiness at far less cost than the current system.



PARTICIPANTS

Houston D. Davis, associate vice chancellor for academic affairs, Tennessee Board of Regents

Carolyn Jarmon, senior associate, National Center for Academic Transformation, Texas

Thomas C. Meredith, commissioner of higher education, Board of Trustees, Mississippi State Institutions of Higher Learning; ECS commissioner


2:15 PM -- 3:45 PM
click here for all sessions about pre-K to 12 issues

Student Engagement: Why Aren't We Listening? (session #354)
New survey results from Indiana University, Bloomington complement standardized test scores by providing data on the experiences that influence high school students' academic performance. The High School Survey of Student Engagement (HSSSE) -- administered in 110 high schools across 26 states – identifies student behaviors and school characteristics that can be changed to enhance learning. Results have been used by principals and superintendents, but these results have not necessarily been given the level of attention needed from governors, legislators, state boards and state superintendents -- those key leaders who have the ability to address more broadly the important issues raised. This session will discuss the policy implications of the latest in student survey results.



PARTICIPANTS

Howard N. Lee, chairman, North Carolina State Board of Education; member, ECS Steering and Executive Committees

Glen Miller, manager, School Improvement and Instructional Support, Chesterfield County Public Schools, Virginia

Ethan Yazzie-Mintz, project director, High School Survey of Student Engagement, Center for Evaluation & Education Policy, Indiana University


6:00 PM -- 7:00 PM
General Reception (session #393)


7:00 PM -- 8:45 PM
James Bryant Conant Award Banquet (session #395)
The James Bryant Conant Award for exceptional service to education, named for ECS’ co-founder, is one of the most prestigious honors in the education community.



PARTICIPANTS

Gaston Caperton, president, The College Board, New York


 
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