Kim Smith, educational entrepreneur, investor, and thought-leader, has agreed to share her perspective on the landscape and opportunities in edcuational investment. Kim is co-founder of Bellwether Education Partners, a non-profit organization working to improve educational outcomes for low-income students.
TIME.com -- I spoke with the Hall of Famer turned school board member about his sympathy for parents who opt out of traditional public schools, why he never went to college and what qualifies him to help bring education reform to inner-city students.
By Sara Mead, Anand Vaishnav, William Porter, and Andrew J. Rotherham
The 2009 American Recovery and Reinvestment Act provided more than $100 billion in one-time funds for education—funds designated not just to patch holes in state and local budgets, but also to advance education reform. Based on data and interviews with organizations that worked with states and districts to help them make good use of ARRA funds, this paper identifies key themes and challenges in states' and districts' efforts to use ARRA to support reform, as well as implications for education policy and practice going forward.
TIME.com -- What kind of credentials do you need to run a school district? Especially a really big one? Is a degree in education a better predictor of a superintendent’s success than, say, a track record of turning around distressed companies? These are hot questions in the education world right now.
TIME.com -- Teacher pensions may not sound like a sexy or even high-profile issue, but keep reading: they’re threatening the fiscal health of many states and could cost you — yes, you — thousands of dollars.
TIME.com -- A seasoned negotiator who in the past has succeeded in passing education laws, he could hold sway over policymaking in Washington. But in many ways, his views about education matter less than the question of what he can accomplish given the fractious caucus he will be leading.
TIME.com -- America has spent decades trying different strategies to bring low-income students to good schools. Perhaps it’s time to acknowledge the limitations of those approaches and double-down on the most promising efforts to bring good schools to students who need them.