This document discusses problems with the current K-12 public education system and proposes a vision for next generation schools in Maryland. It outlines two main problems: 1) schools are highly segregated by race and income level, and 2) the current system fails to adequately educate all students for the changing workforce demands. It proposes developing innovative schools through the Education Development Collaborative that would have diverse student bodies, innovative curriculum focused on 21st century skills, and more autonomy. These next generation schools aim to better prepare all students, including those from low-income backgrounds, for college and careers.

1. THE OPPORTUNITY OF
NEXT GENERATION SCHOOLS
1

2. PROBLEM #1 –
THE CURRENT MODEL SEGREGATES STUDENTS
•65% of low-income students
are concentrated in majority-
low-income schools.
•US Schools are more racially
and economically segregated
than 40 years ago.
•If the 2000-2010 rates of
change persist, we can expect
MD public education system to
be 45% minority in the next 10
years.
Students
more
segregated
now than in
the last 40
years.
2

3. PROBLEM #1 –
MARYLAND PUBLIC SCHOOL SEGREGATION
• 85.7% of Maryland’s black students and 78.1% Latino students are
enrolled in majority minority schools. (2010-2011)
• In Maryland, the most segregated schools had the highest level of
low-income students. (2010-2011)
• Schools where 99-100% of the student population is minority, on average 72.8%
of the student population is low income.
• Almost 25% of black students attended a school that is 99% minority, up from
19% in 1989.
• Over half (54.2%) of black students attended a school that is 90-100% minority,
up from one-third (33.5%) in 1989
• 78.1% of Latino students attended majority minority schools, up from 47% in
1989.
• In Maryland, the typical white student attended a school with 27.2%
low-income students. (2010-2011)
• The typical black student attended a school with 54.6% low-income
students. (2010-2011)
• The typical Latino student attended a school with 49.9% low-income
students. (2010-2011) 3

4. 4

5. PROBLEM #2 –
THE CURRENT MODEL FAILS TO EDUCATE ALL STUDENTS
ADEQUATELY & EQUALLY
•In 2020, it is projected that two-thirds of
all jobs will require postsecondary
education and training
•The fastest growing occupational
clusters will be in healthcare and STEM
•The lowest rate of growth will be in blue-
collar occupations
•By 2020 the US could be facing a
shortage of up to 95 million high-and
medium-skilled workers
•Projections for the skills required to thrive
in the 2020 economy place a premium
on interpersonal, complex problem
solving, and decision-making skills
Economy
and
workforce
demands
are
rapidly
shifting
5

6. 6

7. 7

8. 8

9. PROBLEM #2 –
THE CURRENT STRUCTURE LIMITS INNOVATION
•The industrial, Victorian era
structure of our public school
system matches an economic
period from the past.
•Twenty years of the charter
school movement shows us
that unless conditions are
different, schools are likely to
continue just replicating slightly
better, or worse, versions of
traditional school models.
Schooling
options and
approaches
not keeping
pace with
demands.
9

10. PROBLEM #2 – THE CURRENT MODEL FAILS TO
EQUIP STUDENTS WITH NEXT GENERATION SKILLS
• The US performed below average
in mathematics and at average in
reading on the PISA among the 34
OECD countries, with almost no
change in performance over time
• Maryland 4th grade NAEP scores
have only increased 5 points since
1992 (from 217-222)
• Maryland 8th grade NAEP scores
have only increased 8 points since
1992 (from 260-268)
Academic
outcomes
are
stagnant.
10

11. HIGH TECH HIGH SCHOOL
• Informational Video:
http://www.whitehouse.gov/photos-and-
video/video/2011/04/20/high-tech-high-san-diego-
california
11

12. THE VISION FOR
NEXT GENERATION SCHOOLS
• Innovating education through curriculum, structure,
and diversity.
• Allow freedom of curriculum to educate next generation skills
such as web-design, computer coding, and engineering.
• Create new learning environments that allow schools to
partner with universities, businesses and industry.
• Prepare students to work with people from different
economic and cultural backgrounds by encouraging school
diversity.
12

13. HOW?
• Build on the Existing Legislative Frameworks in Maryland -
Expand on existing framework for specialized and targeted
population schools that draw students from across district lines,
are governed by school-specific Boards of Directors, and
report to MSDE (i.e. School for the Blind, SEED School, School
for the Deaf).
• Drive Development of Innovative Teaching and Learning
Models- Attract students from all socioeconomic levels
through innovative school design and creative teaching &
learning practices, such as research-based learning and
project-learning models.
• Supported by the Education Development Collaborative
(EDCo)-Establish an education innovation hub, modeled after
TEDCO, that leverages philanthropic and federal funds to
aggregate and stimulate an ecosystem of 21st Century school
models and spread best practices throughout Maryland.
• Socioeconomic Integration Requirement- Require at least 35%
but no more than 55% of the student body to identify as low-
income students. 13

14. STUDENTS &
NEXT GENERATION SCHOOLS
• Students across districts can attend a Next
Generation school of choice, regardless of family
residency.
• Student body must be comprised of between 35%
to 55% low-income students
• Low income student defined as FARM eligible
• Open to any grade
• Special Education services must maintain state
averages and requirements
14

15. CREATING THE INNOVATION HUB:
EDUCATION DEVELOPMENT COLLABORATIVE
15
University
System of
Maryland
MHEC
Community
Colleges of MD
MSDE
Local Boards
of Education
Local
Government
Education Development
Collaborative (EDCo)

16. EDCO - PURPOSE
• Increase school-based socio-economic and
demographic diversity student enrollment and support
inter-district student enrollment across Maryland.
• Reduce the achievement gap between children from
low-income families compared with children from
middle and high income families.
• Study and implement evidence-based best practices to
develop 21st century curriculum and modern school
structures in Maryland.
• Foster partnerships with private businesses, universities,
government and non-profit entities.
• Assist in packaging and transmitting technology that
develop and support 21st Century skills.
• Raise funds to support the development and
implementation of 21st Century schools in Maryland.
16

17. EDCO– STRUCTURE
• Maryland Education Development Collaborative
(EDCo) is a “body politic and corporate entity and
is an instrumentality of the State”
• Collaborative managed by a 15 member, board of
directors who are appointed by the General
Assembly
• The Board may;
• form partnerships and contract with public and private
entities,
• raise funds,
• award financial assistance using money provided by the
State, the federal government and nongovernment entities.
17

18. APPENDIX
18

19. AUTHORIZATION OF
NEXT GENERATION SCHOOLS
• Maryland State Department of Education authorizes the
creation of Next Generation Schools.
• Current legislation proposes the authorization of up to 5 schools.
• 5 year authorization contract
• School operator must be a non-profit, 501c3 type
organization with an independent board of directors that
hold fiduciary responsibilities.
• Must provide an extensive, comprehensive, and innovative
academic plan
• Hi-Tech High School, California.
• Must provide student integration plan which explicitly details
how each classroom will leverage students from different
socio-economic backgrounds in one learning space.
19

20. FUNDING AND
NEXT GENERATION SCHOOLS
• Competitive grant application process
• Per-pupil funding modeled off current LEA pupil
funding structure
• Reimburse local LEA’s for each student from their
district who attends a Next Generation School
• MSDE approves reimbursement percentage
• Leverage EDCO funds
20

21. AUTONOMY AND
NEXT GENERATION SCHOOLS
• Schools are free from traditional school structures
• School curriculum and assessment plan proposed by school
operator and approved by the State Board of Education
• School calendar and hours proposed by school operator
and approved by the State Board of Education
• Schools are free from traditional accountability
measures
• Schools must submit a student-centered evaluation plan
which accurately measures student achievement and
mastery of 21st Century skills
• Human capital
• A percentage of teachers must be traditionally certified
• Teachers would bargain as an independent unit under their
union of choice.
21

22. EVIDENCE THAT A NEXT GENERATION
APPROACH WORKS
• High Tech High, California: 98% of graduates have gone on to
college, 75% to four-year institutions
• Four design principles; personalization, adult world connection, common
intellectual mission, and teacher as designer
• A business or social service internship graduation requirement
• Zip code based lottery program, over 60% minority students.
• http://www.whitehouse.gov/photos-and-video/video/2011/04/20/high-tech-high-
san-diego-california
• Connecticut Open Choice Program: 320% increase in student
enrollment from (462 students in1996-97 to 1,971 students in
2013-2014)
• 25 suburban schools participating in the program
• Omaha, Nebraska: Allows over 2,250 students to transfer to
schools outside of their district
• Wake County, North Carolina: All students must have at least 40%
low income students. Low-income passage rates were on
average 15% higher than low-income peers in outside school
districts
22

23. EDCO’S FRAMEWORK
• Minority Student Achievement Network: A national coalition of multiracial,
suburban-urban school districts that have student populations between 3,000
and 33,000, and are most often well-established first-ring suburbs or small to mid-
size cities, that have come together to understand and eliminate achievement/
opportunity gaps that persist in their schools. (http://msan.wceruw.org/)
• 4.0 Schools: a non-profit incubator that offers a platform for teachers,
technologists and entrepreneurs to create bold solutions for the real problems in
America’s schools and runs four-day intensives, book clubs, unconferences, and
other programs to turn teachers and others with a passion for education into
for-profit or nonprofit entrepreneurs with solutions. (http://4pt0.org/)
• Inventionx: An innovative education program using the power of invention and
entrepreneurship to motivate under-served students about science, technology,
engineering, and math. Middle and High School students are introduced to
invention through hands-on, culturally relevant, museum-based events. These
students are then encouraged to enter other online programs that continue
their learning experiences in invention and STEM content.
(http://inventionx.org/)
• The Office of Management and Budget supports the trend: revises its funding
process to promote innovative, evidence-based approaches to grant-making,
and is inviting federal agencies and their non-federal partners to step forward
and show them how. (available online)
23

24. CONCENTRATING STUDENTS FROM
LOW SES BACKGROUNDS IMPEDES
ACADEMIC ACHIEVEMENT
Counties 1994 1995 1996 1997 1998 1999
%Free/Reduc.
Price Meals
Anne
Arundel
County
41.1% 44.5% 47.3% 46.7% 48.4% 46.6% 16.4%
Baltimore
City
10.4% 11.7% 13.8% 13.5% 16.1% 17.0% 68.4%
Baltimore
County
39.6% 44.5% 44.7% 47.9% 49.8% 49.0% 27.2%
Carroll
County
48.1% 51.1% 55.3% 55.4% 56.4% 55.4% 9.2%
Harford
County
42.2% 50.9% 52.2% 53.5% 58.3% 56.3% 16.8
Howard
County
51.3% 56.0% 56.9% 57.6% 60.1% 59.3% 10.3%
The Composite Index (CI) Scores Stating the Percentage of Students
with Satisfactory Performance According to MSPAP Test and the
Percentage of Students receiving Free/Reduced Price Meals in 1999.

25. BY 2050, MINORITY GROUPS WILL BE
THE MAJORITY OF THE US POPULATION
25

26. FOR THE FIRST TIME EVER, K-12 PUBLIC
EDUCATION IS MAJORITY MINORITY
26

27. INITIAL RESULTS FROM RIGOROUS STUDY OF 23
SCHOOLS IMPLEMENTING PERSONALIZED
LEARNING DESIGNS SHOW IMPRESSIVE GAINS FOR
MORE THAN 5000 STUDENTS…
Students start out far below
national average and make
dramatic progress in math…
…and solid progress in
reading, meeting or
exceeding the national
average in most grades.
Source: Early Progress: Interim Research on Personalized Learning. Rand
Corporation for Bill & Melinda Gates Foundation, November 2014.

28. • http://www.nysed.gov/Press/NYS-Schools-to-Receive-
Grants-to-Promote-Socioeconomic-Integration
• http://www.npr.org/blogs/ed/2015/01/15/376966406/a-
new-study-reveals-much-about-how-parents-really-
choose-schools
• http://www.nytimes.com/2015/02/01/opinion/sunday/fig
hting-racial-isolation-in-hartford.html?_r=0
• http://dianeravitch.net/2015/02/03/how-economists-
would-close-achievement-gaps/
• http://www.hhh.umn.edu/centers/rwc/conferences/four
th/pdf/GSiegel-Hawley-
TCRCityLinesCountyLines6.22.12.pdf
PAPERS AND NEWS ARTICLES

29. SOURCES
• Rampey, Dion, & Donahue, 2009
• Carnavale, Smith & Strohl, 2013
• Dobbs, R., Madgavkar, A., Barton, D, Labaye, E.,
Manyika, J. Roxburgh, S. & Madhav, S., 2012
• MET Project, 2012
• minority(Institute of Education Sciences, 2013
• Rothstein, 2013
• Kahlenberg, 2012
• Settle for Segregation or Strive for Diversity? By the
Civil Rights Project
29