Contributor
Bruce Hunter, Associate Executive Director, American Association of School Administrators
Related Link:
http://www.aasa.org
Biography provided by participant
Bruce Hunter came to AASA in 1982 as a Legislative Specialist, and became Director of Governmental Relations in 1986. During his tenure AASA has developed a large, active legislative corps that has facilitated school administrators' influence on federal policy and legislation.
Hunter received a B.A. from the University of Northern Colorado, an M.A. from the University of Texas at El Paso and did graduate work in education administration at the University of Colorado.
Prior to joining AASA, Hunter taught at both the secondary and collegiate levels. He also trained Head Start teachers, and was a grant administrator for the Education Commission of the States. Hunter was born and raised in Wyoming, and held positions in Wyoming, Colorado, New Mexico and Arizona before coming to AASA.
Most importantly, Hunter is the father of four children, all of whom are intelligent, successful, charming, well-behaved and good looking. His wife Barbara is Assistant Superintendent for Communications and Community relations of the Fairfax County, Virginia Public Schools.
Recent Responses
November 16, 2009 04:32 PM
Improvement of student outcomes in public schools is particularly vexing to many in the Washington, DC policy community who although they mean well have not had the effect on public education they seek. The Washington based policy and research community, including the US Department of Education, has two profound problems that cause them to repeatedly stumble when trying to implement innovations. First they persist in one size fits all innovations even though schools vary greatly in nearly every aspect . Second many innovators have a political and ideological agenda, rather than an educational agenda. The most visible of the political innovators, including…
Read moreNovember 9, 2009 10:23 AM
If reauthorization makes the obvious steps, and listens to the voices of teachers and administrators, as well as scholars and advocates them then the reauthorization can be done well not quickly. On the other hand if the worst instincts of the Washington based political foundations and think tanks are the basis for the reauthorization again, all bets are off. Eight years of NCLB’s false assumptions, inaccurate measures, unfair accountability system, bad science and punishment of teachers and administrators are enough. The formula for reinstating high regard for ESEA is pretty straight forward. First, redirect the bill toward its original mission promoting…
Read moreOctober 28, 2009 12:24 PM
AASA just completed the sixth in a series of economic snap shots documenting the effect of the “great recession” on public schools around the country. We found that though hard times are upon us, everyone in the school business knows that this school year is a day at the beach in comparison to what is ahead next school year, when layoffs and service cuts will be more drastic. We found that a significant portion of the $100 billion from ARRA was redirected to other non educational purposes that were also critical to state government (what we call the shell game). We…
Read moreOctober 13, 2009 07:33 AM
Great! Finally there is recognition that the scorekeeping system built for NCLB Title I had problems. Transparency is a good thing, especially in education. An easily understood system that shows students, parents community members as well as state and federal policy makers how schools and the school district as a whole are doing is essential both to help the system continually improve and to permit easily asking and answering questions about effectiveness and efficiency. Congress constructed an accountability system that would provide test scores for important sub groups of students and for all students school by school and school district…
Read moreJuly 20, 2009 09:22 AM
Sweeping statements about what states are doing need parsing just like average scores need disaggregation. All states did not lower standards, in fact the standards statements were by and large untouched. Many states reduced cut scores on the summative high stakes tests required by NCLB. In some cases the cut scores had been set too high in the zeal of the moment or out of a misunderstanding of what students should know and be able to do. Independent auditors could shed additional light on student achievement if they had something other than the current crop of tests to look…
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