Check them out below and see how great teachers help create stories that last a lifetime. And don’t forget to vote now and often! (You can vote once every 24 hours. The more often you vote, the more likely you are to win your own DonorsChoose gift certificate.)

Spark interest. Ignite curiosity. Fuel dreams.
Jackie K. from Texas

My 6th grade teacher, Mr. Brown, provided a classroom environment where I felt at ease expressing myself. After our weekly science class, I would go home and make a project that pertained to the lesson. The next day, Mr. Brown would encourage me to present my latest project to the class. I realize now that this probably took up precious classroom time but Mr. Brown always made me feel that what I had to share was important. I was a shy little girl who had found an interest in science and he recognized it. In fact, he promoted it! Years later, I became the lead electrician in the installation of the dual harpoon system on the battleship USS Missouri. Thank you, Mr. Brown.

Teachers hold the ladders students climb.
Rebecca H. from Pennsylvania

So much of teaching is about encouragement - no matter what grade you teach, or whether you are teaching in or out of a traditional school. Learning happens anywhere, anytime and at any age. This is where I developed my short essay. Teachers hold the ladders. They steady them. They help extend them. Sometimes, they just bring them along...but it is the student that takes that chance and climbs it as high as they want. I love the imagery of the statement too -- sometimes (many times) students climb far above the teacher, yet the teacher can always be a part of that process. Finally, I thought the statement captured the rich relationship between teacher and student without limiting either person's contribution.

I remember her fifty years later.
Cullen A. from Indiana

Miss Imogene Chase was my sophomore high school English Literature teacher. She supervised the yearbook and worked the concession stand at basketball games to help pay for it. … Miss Chase had a tragic life, her fiancé was killed on the way to their wedding, and she never married. When I had her she was probably in her sixties, with very crooked teeth since her family could only afford orthodontics for the eldest son. She had the carriage of a ballerina and a passion for literature, and her students were her family -- she went out of her way to make each feel special. One of my classmates recently told me he had found her class difficult until he discovered Classic Comics. He suddenly improved and Miss Chase asked him how he did it. He showed her the comics and the next year she called him aside and showed him a stack of nearly 50 of them she had gotten to get her other less literate students interested, or at least pass her class. A real lady and mentor, remembered dearly.

The audience discussed ways to ensure all children in California have access to great teachers and great schools and the need to implement policies and laws that benefit students. One policy discussed was “last in, first out”, which mandates that when teacher layoffs are required they are based solely on seniority with no regard for teacher effectiveness.

From the LA Times:

In her remarks and a question-and-answer session, Rhee took on "last in, first out" rules that govern teacher layoffs. She characterized this approach as "incredibly detrimental to students and schools," because gifted, less-experienced teachers are put out of work while less effective teachers with more seniority get to keep their jobs.

The LA Times also said:

"California is one of the few states left that mandates in state law that layoffs happen this way," Rhee said. "What we’re going to have to do is get politically active."

The audience at the Los Angeles event had great questions and the enthusiasm for meaningful education reform was palpable. Thanks Los Angeles for hosting a great evening and discussion!

Research states that “the average classroom teacher will make more than 1,500 educational decisions every school day.” Along with these important decisions teachers make every day, there are many more to be made while grading papers, lesson planning, leading after school activities, and researching how best to serve the children we teach every day. With the sheer volume of decisions made impacting student outcomes, who better to be involved in educational change than teachers?

But too often, teachers’ voices are not a part of policy discussion.  Throughout my nine years of teaching, I have had multiple conversations with my colleagues about things we were unhappy with and wanted to change. No one outside of the administration in our building was asking our opinions on policies that were affecting us. Many of us felt changes in education were being done to us, not with us.  

Then one day I got an email from an organization called The Center for Strengthening the Teaching Profession (CSTP). It stated that they wanted teachers to be part of a teacher leader cadre in Seattle. We would meet once a month and would choose a topic we wanted to work on. Then we’d provide our recommendations to policy-makers.

The CSTP experience was so empowering and gave me a clear example of how teachers could participate in policy decisions.  I wanted to continue to help teachers be involved with educational change and was selected to be a Teacher Fellow for StudentsFirst.  As a Fellow, I bring a teacher’s perspective to the StudentsFirst Policy Agenda to help shape the reforms that StudentsFirst members are fighting for nationwide.  In addition, I serve as a leader for other teachers who want to have a voice when it comes to education policy decisions.

As part of the Fellowship, I started a StudentsFirst Teacher Network in Seattle. Through this network, I meet with like-minded educators who want to make a difference in our community and state. We have discussed why we want to be involved in educational change and have come up with ideas for an action plan based on our discussions.

My hope for the Students First Teacher Leader Network is that teachers feel a sense of empowerment and that our perspectives help drive education policy decision-making.  Teachers need to have a forum in which we can talk openly about educational topics that are important to us. The mud slinging going on between different educational organizations is not productive. Teachers need to lead the conversation by deciding what we can agree on and then advocating for common-sense solutions at the school, district and state level.

We teachers are at the helm of the classroom every day, relentlessly working to best serve our students. We have a unique perspective on how policy decisions affect our students, our classrooms and our school. We are the ones who make those important 1,500 decisions every day and we must get involved to make even more. If you are a teacher, make your 1,501st decision today and get involved.

Click here to receive StudentsFirst special communications for teachers.

The votes have been coming in and not surprisingly it is a close race. Our 30 semi-finalists had such unique and powerful ways of capturing in just six words what it means to be a great teacher. This list of six word essays truly is a tribute to the incredible impact great teachers have had on our lives.

There are still 10 days left to vote, so any one of our 30 semi-finalists still has a chance to win. But we thought you’d like to see which 10 have received the most votes so far.

Six Word Essay Leaderboard

Our Grand Prize winner will receive an iPad2; that author plus 5 runners-up will receive gift certificates to DonorsChoose.org – a unique organization that enables you to fund specific supplies for classrooms in need across the country.

And as a voter, you too have a chance to win. The more times you vote, the higher your chance to win, so vote now and vote often! (You can vote once every 24 hours.)

Vote for your favorites here, then tell your friends to vote too!

As a mother of two boys educated by Hartford public schools -- one a current student and one a former student, I know first hand of the challenges faced today by parents, teachers and district leaders as we try to provide a quality education for all Connecticut students.

We have an enormous achievement gap in this state -- perhaps the highest in the nation. The difference in academic achievement between groups of students -- particularly between low-income minority students and their wealthier white peers -- is staggering and unacceptable.

Our kids only have one shot at a quality education. We cannot wait another year to make changes -- change must occur now. It is critical that the state step in with some clear policies that help ensure that every child gets a quality education.

That is why I’m so excited that StudentsFirst has come into the state of Connecticut to help organize and support the 13,000 StudentsFirst members in the state and work with groups like HPOC and CHIPSA to make sure new laws are passed this legislative session that will drive meaningful change in our local schools.

One of our highest priorities is to implement rigorous and meaningful teacher evaluation systems across the state. Teachers obviously play a huge role in the education of our students. But without rigorous and meaningful teacher evaluations, we often lose some of our best teachers and we let teachers that need improvement flounder with no support. This is unfair to our kids – every kid deserves a great teacher.

I look forward to working with StudentsFirst members in the coming months to make sure that the state of Connecticut gets on the right track so that no more students lose their one chance at a quality education.

The submissions were so creative, meaningful and eloquent – and clearly gave tribute to the incredible teachers we all have had and the impact they’ve had on our lives. Thank you for everyone who inspired us with their submissions!

Now, you get to decide which essay wins the Grand Prize. You can vote once every 24 hours for your favorite essays from now through February 21. We’ll tally the votes to determine the winner.

The Grand Prize is an iPad2 and a $500 gift certificate for DonorsChoose -- an online charity which gives you a fun way to provide supplies for classrooms in need. Five runners-up will receive a $100 gift certificate for DonorsChoose. And our voters have a chance to win too – six voters will be chosen to receive a $50 gift certificate to DonorsChoose.

Vote now and vote often! 

Then get your friends to vote too.

We are excited to announce that our Alabama members -- over 16,000 strong -- are getting to work in their home state to help pass commonsense reforms that will improve schools and ensure all kids in the state get a great education.

Our Alabama members have been talking about the need for change. In a recent survey with our Alabama members, over 90% of those who responded said that improving Alabama schools was a "Very High" priority and nearly 95% said that it was "Very important" or "Somewhat important" for a grassroots movement like StudentsFirst to be involved in the fight for change.

Today’s front page of the Birmingham News discusses the policies StudentsFirst will tackle first -- expanding educational choices for families and improving teacher quality.

Visit our Alabama State Action Center to learn more about the key issues StudentsFirst members will be fighting for and find out how you can get involved.

We will announce the finalists on February 2nd – then you get to pick the winner. Please come back and vote for your favorites. In the mean time here are some that we thought were really worth reading!

Kelly from Henrico, VA: To facilitate sight and inspire vision.

Jennie from Pickerington, OH: No classroom, no books: no problem.

Jay from Conyers, GA: A preface to every successful story.

Wendy from Fairfax, IA: Unleashing the brilliance in every student.

Jean from San Diego, CA: Find the genius in every student.

Pamela from Ellenwood, GA: A gardener: planting seeds, sowing success.

Jackie from Copperas Cove, TX: Spark interest. Ignite curiosity. Fuel dreams.

Rick from Rensselaer, IN: Every child. Every way. Every day.

Nancy from Tucson, AZ: Open books, open minds, open doors.

These events were a part of a state-wide listening tour – a response to StudentsFirst’s large number of California members (150,000 and growing fast!) – who want to discuss their ideas on improving California’s schools.

Hundreds of teachers, parents and students turned out in Fresno Thursday night for a town hall meeting on education…

"What we really want to do is gauge the priorities people have in this state and get a sense of how ready they are to activate or mobilize around some of these changes,” said Rhee.

CBS Channel 47, Fresno

"Every decision we make has to be in the best interests of children," Rhee said. "If you can change that framework, you can create a sea change in the system."

News 10, Sacramento

The next stop for the "Listening Tour" is Los Angeles followed by San Jose.

Marlene Estep-Ebaben: My essay was inspired by the many Hispanic students that I taught in South Texas. Some were very poor. The children of the families, unable to afford winter coats for all, would share a jacket. I had to learn that parent-teacher conferences could take place not only at school, but supermarkets, mechanic shops, and yes, bars. If a teacher cannot have empathy, then, how can she/he be prepared for the learning needs of the students.

PattyAnn Gonzalez MacKay: My teacher is an amazing woman named Reeshemah Davis. She taught me I was strong. <--- That is my essay. I never knew until she showed me it was true!

Sophia Couzo: Many teachers have inspired me but the one that set the direction for the rest of my life is Mrs. Amy Keller from Bay Meadows Elem. She has since passed but will always remain the greatest inspiration in my life.

Michelle Dawn: Mrs. Vicki Comstock, my senior year Creative Writing teacher, was not only my teacher, she was one of my closest friends. I knew if I ever had a problem, whether it was school or life related, I could talk to her. Went to her house frequently, could call her collect any time I needed to talk, and her daughter even gave me her old prom dress, purse, jewelry, and shoes because my family couldn't afford to get me those things for my seniorprom.

Julia Vogt: My essay was inspired by my english 9 teacher, Mr. Neden, who taught us everything he knew, but was always ready to learn from us as well. I think that truly makes a wonderful teacher.

Michelle Hanna Gagne: My inspiration continues to be one of my former students who challenged me to be my best by (at times) showing me his worst. He continues to challenge me in this same way, even though he is a young adult now. I want him to know that I WILL NEVER GIVE UP ON HIM.... EVER.

John Wiser: My essay was inspired by a special person in my life. We stayed in touch throughout the majority of my academic career. We have lost touch, but her passion for educating children and young adults motivated me to learn and apply myself in everything that I do. Thank YOU Betty Crowe! I Love YOU!

Antonia Drew Vann: My six words were inspired by my teacher, Dr. Osi Mensah Aborampah.

Marisa Kaplan: My high school jazz teacher who was the perfect combination of love and fear:) We knew he loved us but we feared what would happen if we became lazy and didn't practice. The perfect balance!

Gail Outlaw: My essay was inspired by Mrs. Bartholomey, my third grade teacher. She realized that I was left handed, got my handwriting to the point where you could read it, inspired me to write and convinced me that I wasn't as stupid and uncoordinated as everyone, including me, thought I was.

Teddy Lausier Sr.: I am inspired everyday by all of my students. I want them to transform into better people than I will ever be, I want them to go off into this world and make a difference, I truly want them to be their very best at what ever they do. I never take my job for granted and I want my students to realize that this is a journey, not a destination, so have fun and enjoy the ride.

Octavia Plesnik: My High School Religion Teacher, who told me never to take anything at face value, read it, study it, learn it, then interpret it & relate it to you!!!

Benj Hall: My poem "I understood, now you do too" was from a science teacher that explained to me that all knowledge was handed down, from one person to another. He was emphasizing that all we are came from someone else and their understanding of the world. Mr Sienbeld made me aware that We are all born upon the shoulders of those that came before us, and those teachers that help us to understand. "I understood, now you do too."

Diana Cabrera: My inspiration was my French teacher. She taught me for two years and she was the best teacher I ever had. What I loved about her was that she was one of the few teachers that understood that each student is unique and learns in different ways. She always looked for the way that each student learned so everyone could have a fun learning experience.

Anthony Pacatang: All of my teachers.

Adam Perlstein: The teacher who inspired my essay is my wife, Aimee Perlstein. A teacher for over 13 years, she has been recognized as Teacher of the Year for her district and has also taken the role of administrator on many occasions that the principal is absent and also has taken on several student teachers as their mentor. All this on top of a caring attitude toward all her students over many years. She puts in countless hours behind the scenes to keep on top of a stringent workload.

Larissa B Parecki: My 6 word essay: "Freedom to learn; freedom to rise," was inspired by my 6th grade teacher Mr. Mario Guerrero in Selma, CA. I was a transfer student and different from most of the kids in my class. He embraced those differences, such as being Jewish, and made full lesson plans out of aspects of the Jewish culture so that the other kids in the class found me interesting, rather than an outcast. He had such a passion for what he did. He took us on an overnight field trip to Fort Point under the Golden Gate Bridge so we could have a hands on experience of what it was like to be a soldier in the Civil War. He also took us to Malibu to the original J. Paul Getty Museum so we could see what Greek & Roman art really looked like. He was an amazing teacher, and he made me feel extremely special during a time when I was so afraid of not having an identity.

Vasco Pires: There were three Teachers who have inspired me to write my 6 word essay, Mr Earl Mills, my 4th grade gym teacher and High School Coach, My 6th grade teacher Mrs. Douthart, and my High School Art Teacher, all have made it possible for me to strive to live up to their expectations of me. Having become a teacher myself, I have been even more inspired by the students I have had over the years who have expressed sincere appreciation and respect for me as a teacher. Students are true test of a teacher's value.

Click here to read all of the comments.

Read their essays below and gain some insight into how teachers influenced the lives of these former students!

	Dwyane Wade   NBA starter for the Miami Heat and 2006 Sports Illustrated Sportmans of the Year. Essay: "She never gave up on me."
	Malaak Compton-Rock   Humanitarian and Author of "If It Takes A Village, Build One." Essay: "Mrs. Manadrock, second grade, changed life."
	Shaquille O'Neal   Former NBA star and current analyst for Inside the NBA. Essay: "Sword, mighty; pen, mightier; mind mightiest"
	Habiba Alcindor   Writer, The Nation Essay: "Helping children unwrap their own gifts."
	Patti LaBelle   Grammy-award winning singer, author and actress. Essay: "You are bigger than your surroundings..."
	Jeff Johnson   Award winning journalist, social activist and political commentator. Essay: "A Teacher Believed, Now I Do"
	Rebecca   Parent in Denver, Colorado Essay: "Great teachers uncover student's best selves."
	Kenneth   K-12 Public School Teacher, Gainseville, Forlida Essay: "Thrown from the nest, they fly!"

What do you think it means to be a great teacher? Submit your six word essay by Friday, January 27th and you might win an iPad 2 and a $500 gift certificate for classrooms supplies for a local teacher.

Click here to submit your essay.

On Wednesday, StudentsFirst launched the “Six Word Essay Contest” on what it means to be a great teacher. Many of us remember one or more teachers who had a significant impact on our lives. This is an opportunity to celebrate those teachers and remind our country of the value of a great teacher. (And enter to win an iPad 2!)

We are amazed at how creative, inspirational and heartfelt the essays have been. I wanted to share some of our favorites with you.

Here is what our members say it means to be a great teacher:

Anne from Plymouth, Michigan: Handing out keys to the world.

Aaron from New Haven, Connecticut: Your student wakes: "School today? YES!"

Kara from Arvada, Colorado: Challenge limitations. Raise expectations. Inspire achievement.

Cullen from Newburgh, Indiana: I Remember Her 50 Years Later

Jessica from Renton, Washington: I equip the next MLK today

Justin from San Jose, California: An unrelenting determination to illuminate minds.

Mary from Garden Grove, California: Holds all students accountable to greatness.

Helen from Wildwood, Missouri: Believes all of them can learn

Don’t forget, the contest ends January 27th, so submit your essay today!

Our Grand Prize Winner will win an iPad 2 and a $500 DonorsChoose gift certificate to buy school supplies for the classroom of your choice. 5 Runners-up will receive $100 DonorsChoose gift certficates.

Submit your essay now and enter to win!

This past week I wrote a memo that we've distributed to state policymakers and legislators across the country. It's about an important new study, and I wanted to share it with our members as well.

The study by researchers from Columbia and Harvard looked at results for over 2.5 million students over twenty years, and found that great teachers not only improve student achievement but they produce better life outcomes for kids. But the study carries with it other important implications about how we can effectively identify great teachers:

"The study contains two key implications for policy questions surrounding evaluations. First, effective teachers (as identified by value-added assessments based on student growth on tests, adjusted for demographic factors) are highly correlated with positive impacts outside the classroom. This means that the work of an effective teacher ultimately does much more than just raise a student’s test scores (though it does that too). Second, these value-added models are able to differentiate and identify effective teachers clearly and with significant accuracy. These findings are particularly notable because they address key concerns about the use of value-added measures based on student achievement growth in teacher evaluations and personnel decisions."

You can read my full memo below:

010912 VA Policy Memo

From the article:

So, given the potential impact our teachers have on our kids and society, isn't it time to rethink how we assign, retain, evaluate, and pay educators? Shouldn't we take a hard look at teacher-layoff and teacher-tenure policies?

Let's consider pay. The average teacher in America makes roughly $55,000 a year. That's pretty paltry when you consider what's at stake. What's more, the way salaries increase over a teacher's career is outdated. Teachers typically receive salary bumps for time on the job or for earning advanced degrees that aren't actually linked to student achievement. The new study confirms that what matters most, and what teachers really ought to be rewarded for, is the ability to help kids make academic progress. Given the link between effective educators and their students' later earnings, shouldn't we be putting more money into our best teachers' paychecks now?

Read Michelle’s complete article here.

"Our lives begin to end the day we become silent about things that matter." Dr. Martin Luther King, Jr.

Dr. King's words are as true today as they were during his lifetime. In the 43 years since Dr. King’s death America has seen a great deal of growth, however the work is not done. We still live in a country where what a child looks like, or where they are born, weighs heavily on where their lives will end up. Our nation's children-especially low-income minorities-are suffering and it only gets worse with each day they receive an inadequate education.

Every child deserves the right to an education that will afford them the opportunities to attain a greater quality of life. Statistics should not dictate the outcome of the life of a child. Instead our children ought to have the chance to blaze their own paths.

In the Philadelphia area, less than four miles separates a school with a near 100% graduation rate, and one where less than 50% of the student body will obtain a high school diploma. We can no longer stand by and let this happen; it is time to take action. It is time for every school to be an environment where any parent would proudly send their child and know that he or she is receiving an excellent education.

Change such as this can only come about if we all continue to fight -- and if we don't stop fighting. It will not always be comfortable -- necessary change rarely is -- but it is imperative.

The education system in America is in a state of emergency and we can no longer turn a blind eye. Educational inequity has a face. In fact, it has hundreds of faces. The faces of our students, their families, and all of the children who are affected and whose lives are forever changed because they are denied the right to an exceptional education.

As we celebrate the legacy of Dr. Martin Luther King, Jr. today, it is important to remember not only the legacy Dr. King left, but the responsibility he placed on all of us to do our part in ensuring equal rights for all. For every man. For every woman. For each and every child.

Alexandra, StudentFirst's 1 Millionth Member

We have great news - StudentsFirst has hit the 1 million member mark!  One million teachers, parents, students and concerned citizens who are united toward one goal:  ensuring a quality education for every student. 

Find out more about our members

Alexandra, a teacher in New York City helped us reach this important milestone by being our 1 millionth member.  When we contacted Alexandra to find out why she joined our movement, she had this to say:

"I joined the Students First movement because I believe the first step to improving our school system is to ensure that all students are taught by the very best teachers. As a new teacher I know I have a long way to go, but I would trade tenure any day if it guaranteed that every child was given the best education. I am hoping LIFO can be overturned, and that we can truly put students first."

We know that too many kids in the United States do not have the basic skills they need to succeed and that our students are falling behind their international peers.  We also know that there is extreme pressure to stick with the status quo – a status quo that is failing our kids. 

The only way to force transformative change is from the bottom up -- and change is possible.  In 2011, StudentsFirst members rallied together to advocate for new policies that put student interests first with great success.  We passed over 50 new policies in 7 states, including an end to LIFO, the antiquated policy Alexandra described.  This policy still exists in New York and elsewhere and mandates that teacher layoffs, when necessary, be based solely on seniority, without any regard for teacher effectiveness.

Find about more about what StudentsFirst members accomplished in 2011

We can’t wait to see what one million of us (and counting) can accomplish in 2012.

Not a member? Join us now!

Together, we’ll focus on ensuring all children have access to great teachers and great schools and that school resources are used wisely, in ways that enhance student learning. We’ll also work hard to ensure families have transparent information about their schools and real educational choices.

Missouri ought to be proud of its commitment to a strong public education system, but student achievement levels aren’t where they should be and learning gaps between groups of children, such as low-income kids and their wealthier peers, are too large. We can change this by enacting policies that truly put the needs of children ahead of any other interests in the system.

We know change is possible. In the year since we launched StudentsFirst, our members have worked to help pass more than 50 new student-centered policies in seven states. These include Florida, Indiana, Maine, Michigan, Nevada, Ohio, Pennsylvania and Tennessee. We’re looking forward to adding Missouri to that list. 

George Hornedo is currently a junior at Cornell University and has taken a semester off to intern at the White House. George joined StudentsFirst because he believes we need to create a more equitable public education system for all children.

Zak Newman is currently a junior at Yale University. During his last spring break he shadowed an 8th grade teacher in in Hartford’s inner city. During that time, he noticed that she had very little support or feedback about her work. Zak believes that a great education is key to ending poverty and we must support teachers to have a quality education system.

We came to StudentsFirst as interns last year because we both believed that every child deserves a quality education and we knew there were many things standing in the way of that. When we started, we realized that there was a critical group underrepresented in the reform movement: college students. Every day, we read letters from students wanting to get involved and wanting to make sure all young people get the same opportunities to go to college that they had. As recent graduates of our nation’s K-12 system, college students have especially strong and insightful views on improving public education.

With this in mind, we launched StudentsFirst on Campus in October at Cornell University to a packed crowd of more than 500 students and community members. The campus outreach arm of the organization, StudentsFirst on Campus is an opportunity for college students across the country to work with this bipartisan grassroots movement on their campuses.

The Campus Directors have accomplished so much since the launch last October. In just two short months, our four Campus Directors have organized 25 events across the country with local and national partners, brought in more than 1,000 new StudentsFirst members and have become leaders in education in their communities.

For example,

• At The Ohio State University, Campus Director Justin Schulze, organized an “Innovative Pathways to Teaching Fair” for students to learn about teaching opportunities available to them from Teach for America and various teaching fellowships.

• At Morehouse College, Campus Director Jonathan Wall hosted a Waiting for Superman screening with other student groups to introduce people to some of the issues behind this movement.

• At Cornell University, Campus Director Geoffrey Block helped organize the StudentsFirst on Campus launch, during which Michelle Rhee spoke to a packed crowd at her alma mater about the need for college students to get involved in education reform.

• At the University of San Diego, Campus Director Mariko Peshon helped organize the first stop of the StudentsFirst California Listening Tour in which Michelle Rhee heard what southern Californians had to say about the policies and practices working for and against kids in their communities.

With the spring semester coming up, we’re looking to bring on more dedicated and passionate students to the StudentsFirst on Campus team. Campus Director applications are available now and are due on Friday, January 16. We believe that the next generation of education leadership will put an end to income and race-based gaps in student achievement. We hope that you will help carry that vision forward.

In nearly two decades, only 3 percent of charter schools have ever been closed for underperforming, according to a new report released Tuesday.

The Center for Education Reform, a pro-charter advocacy group, traced charter-school closures since 1992 in what it called the "first-ever national analysis" of its kind. It found that 15 percent of 6,700 charter schools have been shuttered, and 18 percent of those closures were attributed to academic underperformance. Other prevalent reasons charter schools were closed include financial deficiencies (41.7 percent), mismanagement (24 percent), district-related issues and facilities problems.

While the report identifies key levers of accountability – such as the charter quality measures StudentsFirst members and allies recently pushed for in Michigan – it also should serve as a clear call for greater academic accountability and quality measures. The information presented shows a startling low number of charters being closed for poor academic performance. While we know that many charters deliver particularly outstanding results in difficult circumstances – and that charters typically do as well as public schools – not all charters are performing at the same high levels we expect for our kids.

In Michigan, we proposed requiring charter authorizers to close bottom-performing schools, to require annual reviews and parental notification of performance, and to create pathways and incentives to allow high-performing charters that are doing a great job educating our kids to replicate and expand. StudentsFirst members will continue to push for these important reforms. This coming year, we hope that Michigan legislators – and leaders across the country – will do more to ensure academic accountability in schools serving our kids.

Tim is StudentsFirst Vice President of Legislative Affairs – working to pass student-focused reforms in states across the country.  Prior to coming to StudentsFirst, Tim served as a legislator in the Michigan House of Representatives, where he and led the bi-partisan passage of education reform over the last 5 years.

Last year, StudentsFirst members worked together to pass over 50 policies in 7 states impacting the education of 8.7 million kids.  But we are only at the beginning.  We have a lot of work to do to make sure every American child gets the quality education they deserve and to catapult our students from the bottom third to the top third internationally in Reading, Science and Math. 

Over the past year, our members have been talking to us about what they think the priorities of our movement should be in 2012.  We’ve set some very ambitious goals, and we will need everyone to get involved, spread the word, and make their voices heard.

In 2012 our members will work to:

1. Improve local schools in some of the most populous states and in states where the need is great by passing student-focused reforms. 

In 2012, we’ll be working with members in New York, New Jersey, Pennsylvania, Georgia, Minnesota and other states to enact student-focused reforms that will help ensure effective teachers and quality public school options for all students.  Michelle will be travelling up and down the state of California to talk with members there about their ideas and concerns when it comes to improving their local schools.

2. Elect pro-reform candidates

Special interests vested in the status quo continue to play a weighty financial role in elections.  In 2012, our members will work to elect pro-reform candidates who can pave the way for change in the coming years.   Going forward, pro-reform candidates can take courageous positions with the understanding that they will not be standing up to the status quo alone. 

3. Influence Federal legislation, like the re-authorization of No Child Left Behind

Federal legislation can provide meaningful incentives to help states improve student outcomes. While No Child Left Behind needs to be reformed, the accountability requirements help ensure that all schools, regardless of the state, are held to high standards and that no students are left to fall through the cracks.  Our members made their voices heard last year by sending over 200,000 emails to U.S. Senators to support strong accountability and teacher evaluation requirements in the new legislation.  This year, the size of our movement will enable us to speak loudly on behalf of students as Congress moves to re-authorize No Child Left Behind.

To make this happen – to transform America’s schools from the ground up – we need your support.  Please consider making a $25 dollar donation today!

We had a core belief that every child can learn and that equal access to a quality education is a civil right.  But the stats show that we are failing our kids:  two-thirds of  fourth graders are unable to read and American students rank 25^th out of 34 developing countries in math. 

Outdated policies have to change in order for every child to have the opportunity to succeed and for our country to be competitive in the global economy.  However bucking the status quo isn’t easy – the only way to create lasting change is to tap into hopes of the American people who share the belief that we can ensure the right to high quality education for every child when we put students interests first – change will only occur from the ground up.   

This year we are proud to announce that within the coming weeks, we are projecting our grassroots movement will reach the one million member mark.   Our members come from every state and include teachers, parents, principals and school board members. They are Democrats, Republicans and Independents; they are union members and corporate executives.  And they range in age from middle school students to grandparents.

Through their organizing, our members have passed over 50 new policies in 7 states impacting the education of 8.7 million students.  These policies include implementing meaningful teacher evaluations, ending the practice of laying off the best teachers under last-in-first-out (LIFO), expanding public charter opportunities, and empowering parents to turn around failing schools.

In Nevada, for example, our members supported a multi-million dollar ad campaign starring local teachers, and also lobbied both the Democratically controlled houses of the state legislature and the Republican Governor to pass student-centered reform into law.  This bipartisan blueprint for reform surprised some observers but was replicated in some capacity elsewhere, including in Michigan and Maine.  Our members also acted to successfully pass student-focused reforms in Tennessee, Florida, Ohio and Indiana.

When state bureaucrats in California threatened to weaken parental power to fix failing schools, our members rallied quickly and gathered nearly 2000 thousand petition signatures within 15 hours, presenting them at a State Board Hearing, and helping to implement a meaningful parent-trigger law.

But we are only at the beginning and we have a lot of work ahead.  Our success has provided a rallying point for the special interest groups who oppose reform.  We need your help to grow our movement and to take action in your community. 

Sign the pledge to put StudentsFirst and recruit your friends, family and colleagues to join you. 

Together we will fight on behalf of students until every American child get the quality education they deserve. 

Thank you for your support and I look forward to working with you in 2012.

Members will be the first to hear about our plans for the coming year and what they can do to improve the schools in their local community.  Michelle will answer your questions on education reform and how StudentsFirst is affecting change. And you will also hear from Tim Melton, a former Michigan Representative and now our VP of Legislative Affairs, about what it was like to be on the receiving end of our movement last year as we pushed for real education reform in his state. 

To be a part of this 15 minute call, make sure to sign up on our website to get the call-in details and join our movement. 

Sign up now!

The New York Times covered this important report:

"The typical pattern across the country is residential assignment," [Dr. Whitehurst] said. "To the degree that there is choice within the public schools, it's mostly limited to a few magnet schools."

The Brookings report, called the Education Choice and Competition Index, awarded no A's or F's: the nation's 25 largest districts earned 6 B's, 18 C's and 1 D. "Nobody was close to perfection," Dr. Whitehurst explained, "and no district was terrible in everything."

In addition to the ratings, the Brookings report cites many important reasons for expanding school choice including meeting parent demand and pressuring traditional schools to improve. From the report:

There is little doubt based on the long waiting lists for popular public schools of choice that many more parents wish to exercise choice than are currently able to do so, and schools of choice consistently generate more positive evaluations from parents than assigned schools.

Further, a number of studies indicate that public schools tend to improve when they are exposed to choice and competition. That poor families are least likely to be able to exercise choice means that the school districts that serve those families are least subject to competitive pressure and least likely to change.

To view the full report and use the interactive Education Choice and Competition Index, click here.

In a recent Star Ledger op-ed, StudentsFirst Vice President for Legislative Affairs Tim Melton and Mike Lilley from Better Education for Kids (B4K) lay out priorities for ensuring an effective teacher in every New Jersey classroom. In New Jersey, we've joined forces to support student-centered reform.

From the op-ed:

From President Obama to Gov. Chris Christie to the New Jersey Education Association to Michelle Rhee, a national consensus is emerging that significant changes must come to public education.

It would have been unthinkable as recently as a year ago, but today the issue isn’t whether the political will exists in New Jersey to disrupt the status quo but how quickly change will come and how far-reaching will it be.

Better Education for Kids' vision for reform is based on four common-sense tenets. First, the interests of students must be the first priority. Second, there must be an effective teacher in every classroom. Third, teachers must be given the necessary training and resources to be effective. And fourth, all public policy -- and all administrative and personnel policies -- must support these goals.

These principles are very consistent with the principles in the NJEA's recently released reform agenda. In fact, NJEA President Barbara Keshishian wrote, "No one wants to keep ineffective teachers in New Jersey's public schools because students come first," and that the NJEA is committed to having "a great teacher in every classroom."

To read the full article with specific details of our vision click here

In reaction, StudentsFirst VP for Communications, Hari Sevugan, issued the following statement:

"Um... what? We agree that too many kids are stuck in failing schools. But, the answer isn't to say kids can't learn and instead we should shuffle them off to do manual labor. Every child can learn when we set high expectations, provide them with the resources they need to succeed and hold ourselves accountable for their progress. Instead of turning our students into janitors, we should be fixing the broken school system with reforms we know work, including by elevating teachers with professional development and accountability, empowering parents with information and expanded charter options, and reorienting school governance to move more dollars into the classroom and for long term sustainability."

Over the years, my children have been fortunate to learn from a number of great teachers. I am sad to say that recently we have had some disappointing experiences as well. And what's worse, it's extremely likely that all of these teachers -- the great ones and the struggling ones -- were given the same rating on Pennsylvania's current evaluation system. Last year over 99% of teachers were rated as satisfactory. I know there were huge differences across that group of teachers; to treat them as the same does a disservice to both teachers and students. In order to effect change, I joined StudentsFirst to provide my support for school reform in the state of Pennsylvania.

I traveled with other StudentsFirst members earlier this week to our state capitol in Harrisburg. If we want change to occur, we have to let our public officials know that Pennsylvanians support education reform. I told the House Education Committee that I applauded their efforts for passing HB 1980, in a bipartisan vote, to put into place a significantly stronger teacher and principal evaluation system. While there, I also heard Governor Corbett (a former teacher) speak passionately about why he too believes this is one of the most important issues facing our state.

We know from experience how powerful an impact a great teacher can have on the life of a student, but now we have research to back up what we already knew -- that teachers are the most powerful school-based influence on student achievement. I believe that incorporating student achievement into teacher evaluations, using multiple measures, is one of the best ways to ensure a great teacher in every classroom. Better evaluations will enable Pennsylvania to identify, reward and retain its best teachers and to provide targeted support to teachers in need of improvement.

Improving the quality of learning for students in Pennsylvania and nationwide can't wait. I can only hope that the Senate and the House move quickly to pass the proposed legislation to put in place meaningful teacher evaluation and that other states will follow Pennsylvania in this effort.

Teachers have a greater impact than any other in-school factor on student success, so it is critical that our country recruits talented college students, graduate students, and professionals into the classroom. That is why StudentsFirst On Campus co-sponsored the "Innovative Pathways to Teaching Fair" this week for OSU students and Columbus area professionals to find out about becoming a teacher through innovative, alternative programs.

The "Innovative Pathways to Teaching Fair" was inspired by our experiences talking with fellow students who, despite lucrative job offers in fields such as business, science, and engineering, wanted to make a direct impact on the lives of others and join a cause larger than themselves. They wanted to become teachers, and we were committed to ensuring they knew how to make it happen.

Great teachers in action are something to behold. They are engaging and energetic. They are perceptive and purposeful. They capture the attention of the whole class while simultaneously addressing the unique needs of each student. We've all had these great teachers, and we would probably all use the same words to describe them.

But great teachers do not share the same background or journey to the classroom. Some studied education and attended a traditional four-year college. Others received certification through alternative programs like Teach For America or various Teaching Fellowships. Still others entered the classroom after completing a residency during which they served as an assistant or student teacher. StudentsFirst is working with states around the country to make sure that laws are in place that support these alternative pathways to teaching.

More than 85 students and community members came to the Innovative Pathways to Teaching Fair to learn about six programs -- some that work in collaboration with The Ohio State University School of Education and others that work independently -- that help high-achieving individuals become teachers in high-need schools across the city and throughout the country. Their desire to make a difference in the lives of our country's most disadvantaged kids was inspiring.

We're hopeful that a few great teachers started their journey to the classroom this week.

Diversity is the key. When my daughter was born my wife and I decided that diversity should be part of her life. We taught her at a young age that diversity was a part of everyday life. We also taught her that tolerance was not the whole story; we taught her acceptance. As a country that touts itself proudly as the "melting pot"; this should span into every household. Unfortunately, that hasn't happened.

I teach at an urban high school in the metro Detroit area. We are a "melting pot" of students. We have a high population of African-American students, we have a solid population of Hispanic-American students, and we have a small population of LGBTQ students. Our school conducts anti-bullying programs and initiatives, but they are not enough. When we teach "tolerance" of one another we are leaving out a key element of the picture. Tolerance without acceptance doesn't solve the problem. Often times, adults in our schools not only ignore the discrimination but even encourage it.

On "National Coming Out Day" several of our students chose to take the opportunity to reveal who they knew they really were. They declared over social media channels that they were LGBTQ. When they came back to school, they received the treatment that might be expected from the students; but what was worse is they also received it from the staff. These students were the main source of "copy machine" humor by the teachers, and the support that should have been there was absent. These students came to my classroom because they knew it was a safe place for them to declare who they were. They came to me seeking advice on acceptance. Unfortunately, within our school there were few places for them to go.

Every student, regardless of race, gender, religion or sexual orientation deserves an opportunity to attend a school where they feel safe to learn. How can we as teachers, administrators or counselors expect them to maintain focus on educational concepts when they are fearful of what will happen to them on the bus when no one else is around? We must have effective anti-bullying programs in schools; not just for students but for the staff. I know teachers who also live in fear that if they come out to their peers they will receive the same discrimination they see in the students. It is time for us as educators to right these wrongs.

My six-year old daughter understands diversity on all levels; why can't we understand this concept as educators? My classroom is a safety zone for acceptance; why isn't my school? Why aren't all our schools?

After accepting my first job out of college as a high school social studies teacher, I faced a dilemma. Should I be honest with my students?

I came out toward the end of my college career. Afterwards, I lost close relationships with some family members and friends. At the same time, I struggled to find confidence in my identity. Once I found my confidence, I faced a new question as a new teacher: should I go back into the closet? Many gay educators feel they must hide their true identities for fear of bullying, parental and community backlash, and even losing their jobs.

But if I expected my students to be honest, I had to expect the same from myself. Most importantly, I felt I had to stand up for the truth because of the increased acts of bullying and violence against and suicides by LGBTQ youth. I simply felt I had to stand up and be a positive gay role model for all youth and be a visible sign of acceptance and support. When I was in high school, I had no positive gay role models. On the outside, I was captain of the varsity football team, leader of various student groups, and an honor student, but inside I needed support that wasn’t there. In addition, hiding my identity would stand in the way of preparing kids to work with a diverse group of people.

So, for those reasons, I decided not to hide my identity. I established a "Safe Zone" for all students in my classroom on the first day, where any derogatory language and negative behavior was not tolerated. Anytime I heard students using language to bully another person, it was met with swift action and appropriate consequences. The majority of instances revolved around anti-gay language and behavior, and I made it clear that I was personally offended. In my classroom, I sent a clear message that our purpose was to learn and that treating everyone with respect was required. This all worked. We had just a few instances of bullying, and my students learned a lot and scored at the top of state tests.

I would get "thank you" notes from students and parents at the end of every year, many of whom said my "zero tolerance" policy made everyone feel safe and comfortable. One student's note read: "Mr. Greene your confidence and honesty helped me be comfortable as an awkward 9th grader. I knew every morning in World History, I would be challenged to learn and feel safe. Thank you."

If we want it to truly get better, we have to take consistent and courageous stands against any hint of bullying. Every classroom and every school must be a "safe zone" for kids.