Table Of Content

If we are serious about reform– and we are–we must be unmercifuy honest about the problems we face. Otherwise, we are dealing only with slogans and wishes… A suc- ceful union is an organization FIVE-YEAR REPORT that ﬁgures out what people’s 2003-2008 hopes are, what their dreams are, what they want.” . . . It’s dangerous to let a lot of ideas out of the bag, some of which may be bad. But there’s something that’s more dangerous, and that’s not having any new ideas at a at a time when the world is closing in on you. BOARDOFDIRECTORS PaulE.Almeida BarbaraByrd-Bennett LandonButler DavidK.Cohen AntoniaCortese RudolphCrew ThomasR.Donahue BobEdwards CarlGershman MiltonGoldberg ErnestG.Green E.D.Hirsch,Jr. SolHurwitz CliffordB.Janey SusanMooreJohnson TedKirsch NatLacour StanleyS.Litow MichaelMacCoby HerbMagidson EdwardJ.McElroy StephaniePowers DianeRavitch RichardRiley WilliamScheuerman WilliamSchmidt RandiWeingarten DeborahL.Wince-Smith EXECUTIVEDIRECTOR EugeniaKemble DIRECTOROFPROGRAMS BurnieBond DIRECTOROFRESEARCH ANDOPERATIONS RandallC.Garton FIVE-YEAR REPORT 2003-2008 THEALBERTSHANKERINSTITUTE•555NEWJERSEYAVENUE,NW•WASHINGTON,DC 20001 WWW.ASHANKERINST.ORG THEALBERTSHANKERINSTITUTE 1 THEALBERTSHANKERINSTITUTE,endowedbytheAmericanFederationof Teachersandnamedinhonorofitslatepresident,isanonprofit,nonpartisan organizationdedicatedtothreethemes—children’seducation,unionsas advocatesforquality,andbothciviceducationandfreedomofassociation inthepubliclifeofdemocracies.Itsmissionistogenerateideas,fostercan- didexchanges,andpromoteconstructivepolicyproposalsrelatedtothese issues. TheInstitutecommissionsoriginalanalyses,organizesseminars,spon- sorspublicationsandsubsidizesselectedprojects.ItsindependentBoardof Directorsiscomposedofeducators,businessrepresentatives,laborleaders, academics,andpublicpolicyanalysts. COPYRIGHT©2008,THEALBERTSHANKERINSTITUTE DESIGN:LaskoDesign+Consulting 2 REPORT2003-2008 Contents Preface ......................................................................................4 Introduction ...........................................................................5 Education ................................................................................6 Labor .......................................................................................14 Democracy ............................................................................22 A Living Heritage ................................................................30 Albert Shanker: Tough Liberal ........................................32 Board of Directors ...............................................................36 THEALBERTSHANKERINSTITUTE 3 Preface In1997,theAmericanFederationofTeachers(AFT)supportedthecreationofanew organizationwhichwouldfunctionindependentlyoftheAFT,yethaveaboardanda staffthatwouldbeguidedtheunion'smission.InMarch1998,theAlbertShankerInsti- tutewaslaunched,namedinhonorofthelateAFTpresident,whosoughtwidelyfor innovativeideastohelptheunioninitsworkforbothitsmembersandthepeoplethey serve.TheAFTprovidedtheInstitutewithanendowmentandin-kindsupport.The Institutesetaboutgatheringthebestmindsinlabor,education,civilrights,business, andacademia,notonlytoserveonitsboard,butalsoasparticipantsinitsactivities.Its purposewastoidentifyanddevelopnovelideasandapproachesthatcouldhelpto strengthenpubliceducationandtradeunionsand,throughthem,democracyitself. TheInstitute’sofficers,board,andstaffhavesoughttopursueAlShanker’slegacyin waysthatreflecthisintellectualbreadth,hiscreativity,andhisvocationtoteach—allof whichcontributedtotheextraordinaryeffectivenessofhisleadership.Thoughimpossi- blyambitious,thisvisioninspiredusall.Ibelievethatinitsfirsttenyears,theAlbert ShankerInstitutehasgonefartowardsachievingitsgoals.Ithasputtogetheranintel- lectuallydiverse,bipartisan,andtalentedboardofdirectorsthathashadthoughtfuldis- cussionsaboutthedirectionofprograms.IthasengagedanewgenerationofAFT leadersandabroadrangeofexpertsandactivistsfromthelabor,business,education, andpolicyworlds.Ithasfundeduniquereportsontopicsthatothershavebeenhesitant toexplore—Islamanddemocracy,changesworkerswantfromtheirunion,curriculum forearlychildhoodeducation,workerrightsinChina.Ithasfostereddiscussionand studywithinthelabormovementonthebenefitsofdramaticallyexpandingunionserv- icesintheareasofskillsdevelopment,careercounseling,andlifelongeducation.Ithas hostedseminarsthathaveachievedwiderecognitionfortheirsubstantivedepth,aswell astheirpenchantfortacklingprovocativeandcontroversialtopicsandperspectives. ThisreportdescribestheactivitiesoftheAlbertShankerInstituteinthefiveyears from2003to2008.Inplaceswheretherehasbeenacontinuationinactivitiesfromits earlierfive-yearreport,thetworeportsmayoverlap.Asmypredecessor,thelateSandra Feldman,notedsowellinherintroductiontotheInstitute’sfirstfive-yearreport,those whosetuptheorganization,“hopedthatitcouldhelpopinionmakersandthepublic understandtheperspectiveoftheAFTonimportantissuesandappreciatetheunion’s effortstohelpimprovepublicschools,builddemocraticvaluesandinstitutions,and bringnewperspectives,roles,andalliestotheworkofunions.”Muchhasbeenaccom- plishedinfulfillingthishope.Andmuchremainstobedone. AlShankerwasamentorwhohadalargeinfluenceonmycareerasatradeunionist, asaneducator,andasanadvocatefordemocracy.AsPresidentoftheAFT,ithasbeen myprivilegetoalsoholdtheofficeofPresidentoftheInstitutethatbearshisname.In thesepasttenyears,IbelievewecansayithaseffectivelycontinuedAl’swork. EdwardJ.McElroy President 4 REPORT2003-2008 Introduction ThisreportdescribestheAlbertShankerInstitute’sactivitiesoverthepastfiveyears intheareasofeducation,labor,anddemocracy.Intheareaofeducation,theInstitute hassponsoredawiderangeofforums,seminars,reports,andotheractivitiesthathigh- lightthebestthinkingandsolidresearchonthemosteffectivewaystoimproveteaching andschools.Intheareaoflabor,theInstitute’smostimportantworkhasbeentoengage boththeAFTand,morebroadly,theAFL-CIOinexaminingtheBritishlabormove- ment’ssuccessfulworkplacedevelopmentandunionlearningmodel,andsupporting effortstoputthismodelintopractice.Inthedemocracyfield,theInstitutehasorgan- izedkeydebatesontheroleoflaborintheworldandcarriedoutanumberofactivities fosteringworkerrightsanddemocracy. Whatmaynotcomethroughintheexplanationsofindividualactivities,however,is theuniquenessoftheInstitute’sapproach:itsopenness,itsloveofdebate,anditswill- ingnesstotrynewthings,takeupdifficulttopics,andissuecontroversialreports—all aimedatincitingneededchange.OfgreatpridetotheShankerInstituteistheseminar modelthatithasintroduced—ablendofseriouspresentationsandfrankdiscussions, privatelyheld,thatinvolveallparticipantsindevelopingsolutionstoproblems.Another hallmarkoftheInstitute’sworkisaconstantsearchforthebestresearchtogroundand energizethesediscussionsandtheprogramsthatflowfromthem. TheInstituteisalsopleasedtohavebroughttogetherthetwopartsofanowdivided labormovementincommondiscourseoverhowtopromoteworkerrightsanddemocra- cyabroad.Itisengagedinfosteringconstructiveeducationstrategiesbyhavingunion leaders,districtleaders,andpolicyexpertsthinkandworktogether.TheInstitute’s commitmenttoexploringnewroles,agendas,andstructureswithinthelabormovement isalsounflagging. THEALBERTSHANKERINSTITUTE 5 [A]strongpubliceducationsystem… holdsoutpossibleopportunity forchildrenofallethnic andsocialbackgrounds torisetotheirpotential. 6 REPORT2003-2008 EDUCATION n its first five years (1998-2003), the Institute focused much of its attention on standards-based reform, which Albert Shanker had championed as the best means for achieving broad-based excellence in public schools. One of the highlights of the Institute’s work wasitssponsorshipofasurveyofteach- thatmatter.Accordingtoa2008reportby ers,showingbroadsupportforsuch theAFT,onlyonestate,Virginia,meets reformsandwidespreadhopethatteach- theAFTcriteriaforstrongstandardsin ersandschoolswouldgettheresources alllevelsandsubjects.Another15states andsupporttheyneededtodeliveron meetthecriteriainatleast75percentof highexpectationsforallstudents.Anoth- thecategories.A2007studyconcluded erwasitsurging,throughstudyanddis- thatonly11stateshavereadingandmath cussion,thatqualitypreschooleducation teststhatwereclearlyalignedtostate helpjumpstartchildren,particularly standards.Andvirtuallynonehavetried thosewhoarepoor,intosuccessfulschool todevelopcurriculumthatwouldhelp careers.TheInstitutealsoprovidedseed guideteachersmorespecificallyabout fundingforaninfluentialbookinthis whattoteach.And,despiteconsiderable area,TheTeachingGapbyJamesStigler researchindicatinghowmuchgood andJamesHiebert,whichbecameabest- teachingmatterstostudentachievement, sellerandcontinuestoexciteattention. moststateshavedonelittletoimprove TheInstitutealsocontinuedAlbert theirteacherpreparationprogramsand Shanker’sfocusonthecentralimportance havecontinuallyrelegatedon-the-job ofpromotingacommoncorecurriculum professionaldevelopmenttothecategory intheschools,inparticulartheneedto ofthingstothinkaboutandfundlater. promotecivicknowledgeandunder- Tocompoundthefailureofthestates, standingofdemocracyamongstudents. thefederalgovernment’sill-conceivedNo Inpursuitofthisgoal,itpublishedtwo ChildLeftBehindAct(NCLB)hashadper- influentialdocuments—Educationfor verseeffectsonstandards-basedreform. Democracy,astatementofprinciples TheAFThadofferedqualifiedsupportto endorsedbyover100prominentAmeri- thenewlawinthehopethatitsdataprovi- cans,whichcallsforstrengthenedcur- sionsandnewfundingwouldhelptarget riculumcontentinhistory,civics,andthe attentionandsupporttothestudentswho humanities,andEducatingDemocracy: neededitmost.Unfortunately,NCLB StateStandardstoEnsureaCivicCore, measuredschoolprogressinwaysthat whichreviewedstatestandardsincivics, madenosensetoresearchersorpractition- history,andsocialstudiesandevaluated ers.Atthestatelevel,itfailedtoestablish theirstrengthwithregardtopreparingan incentivesthatmightfosteratruealign- informedcitizenry. mentamongstandards,curriculum,assess- Unfortunately,theprogressinthese ments,andsupports.Itcreatedaheavy areashasnotmeasureduptoShanker’s burdenofunfundedmandatesthatstates expectations—orthepublic’seither,for andlocalschoolsystemshadtoscramble THEALBERTSHANKERINSTITUTE 7 tocover.Indeed,itserved researchersandpolicyexpertstowork ALBERT SHANKER INSTITUTE The Good Schools Seminars tounderminethevery togethertofindsolutionstoparticular ANALBERT SHANKER INSTITUTE SEMINAR SERIES FOR UNION LEADERS, POLICY EXPERTS,AND SUPERINTENDENTS ideathat“standards”and problems.Itishopedthatthisnewsemi- Developing the Teaching Corps “accountability,”imple- narseriescanfosterconcretereformsand We Need mentedwisely,wereuse- changesattheschooldistrictlevel. JANUARY 29-30,2008 fultoolsintheschool BRIEFING BOOK improvementeffort. STANDARDSANDSYSTEMICREFORM AlbertShanker FromBestEvidencetoWhatWorks: believedthatastrong AForumSeriestoHighlightResearch publiceducationsystem forPractice wascrucialtoastrong In2002,theAlbertShankerInstitute democracy.Inprinciple launchedadistinctivenewforumseries andaspiration,itcreated designedtohighlightthebestavailable 52W5ANSHEWIN GJETROSNE YC OAUVRETN HUEO,TNELW thefirst—andonly— WASHINGTON,DC 20001 researchonspecificeducationalissues commonspacewhereall andthentolinkthesefindingstopractical partsofamulti-ethnic, stepsthatschoolscantaketoimprove multi-classsocietycouldmeetandlearn studentachievement.Theforumsaimed tolivetogether.Itholdsoutpossible toachievethisgoalbybringingtogether opportunityforchildrenofallethnicand policymakers,journalists,representatives socialbackgroundstorisetotheirpoten- ofeducationorganizationsandthink tial.And,hopefully,itteachesacommon tanks,educationadministrators,and historyandnarrativeforchildrentolearn unionleaders.Theforumsaddressed tobecomeactiveandinformedcitizens. thoseissuesineducationwhereresearch Inthepastfiveyears,theInstitutehas hasclearguidanceforpracticalapplica- targetedcrucialmissingpiecesofthe tion,orwhereresearchcouldhelpto reformagendathatwasinitiatedinthe guideapolicythatseemscurrentlytobe 1990s.Conceptuallysound,manyofthese drivenbyideologyandbias,orwhereear- ideashaveyettoberealizedinpractice. lyresearchisonlysuggestivebutatten- Onethemeofitswork,cuttingacrossa tionisurgentlyneeded.Educationhas numberofprograms,istheidentification beenplaguedbyachronicdividebetween ofbestresearchandthepromotionofits researchersandpractitioners.Thiswas useinpractice.Inordertopromotemore oneoftheInstitute’sseveraleffortsto discussionaboutgoodresearchandits helpbridgethisgap. applicationinthefield,theInstitutehas Therehavebeenatotalofnine“What carriedouttwoinitiatives—“FromBest Works”forumsonthefollowingtopics: EvidencetoWhatWorks”aforumseries, LanguageandLiteracyDevelopment and“UnionsShapingGoodSchools”a (cid:2) (May2002), seminarseries.Thefirstaimstoidentify andfosterdiscussionaboutkeytopicsand TheUseofProfessionalDevelopment (cid:2) tocreategreaterconsensusaroundwhat toRaiseStudentAchievement(June worksamongeducators,teacherunions, 2002), researchers,andadministrators.Thesec- StrategiestoImproveStudentBehavior (cid:2) ondinitiativetakestheforumideatoa andSupportAchievement(Oct.2002), newlevelintheformofaworkingsemi- PreschoolAssessment(Oct.2004), (cid:2) narseriesforunionleadersandadminis- ReadingDisabilities,ReadingDifficul- tratorsfromthesamedistricts,whoare (cid:2) ties,andSchool-BasedInterventions broughttogetherwithleading thatWork(April2005), 8 REPORT2003-2008