Education

Spellings Looks for Ways to Differentiate Consequences

March 17, 2008 1 min read
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At the Council of the Great City Schools meeting in Washington this morning, Secretary of Education Margaret Spellings, right, said she plans to “make this law work as well as possible.”

She touted her effort to approve states’ proposals to use growth models in accountability. She listed other areas she’s exploring, such as differentiating consequences for schools and districts based on how far away they are from their achievement goals; improving data on dropout rates; and ensuring students have access to tutoring.

When asked about differentiated consequences, she had this to say: “One of the things that is important to me ... is to start developing some better practices so that Congress will enact things that smart and good policy,” she said. “The growth model notion that is now being talked about on the Hill is being talked about because we set that table with some sound practices. I think we owe the Congress that on differentiated consequences.”

Her press shop put out an advisory this morning promising “a national policy announcement” tomorrow when she visits Minnesota. Expect to hear ideas on how to differentiate consequences—and perhaps a few other issues, too.

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A version of this news article first appeared in the NCLB: Act II blog.

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