The 3’M’s of money, measurement and momentum sum up Minnesota’s major education stories of 2006. Here’s a quick summary of what I saw.

1. /Money/: How much will schools receive, and how will it be spent? Virtually every community talked about this issue. Governor Pawlenty and the Legislature agreed to move in a new direction with Q-Comp, a merit pay program in which pay depend in part on whether students make progress. I’m a big fan of rewarding progress, whether the classroom or school level.

We have clear evidence and experience that schools can make a huge difference. And readers regularly contact me about this. Some describe many teachers who inspired, encouraged, even transformed their lives, or their lives. They also point to educators who frustrated them.

2. /Measurement/ – for many educators, four letters dominate this issue. NCLB or No Child Left Behind is federal legislation that requires regular testing of students in elementary, middle and high school. It also means that schools are rated based not only on overall how students are doing, but also on how subgroups, from low income families, various racial minorities, or youngsters with disabilities. Reporting also is mandated on attendance and graduation rates. The law will be reviewed in 2007. NCLB will be one of the first things I write about next year.

3. /Momentum/ – Minnesota families have more publicly funded choices in education that people in virtually any other state. The number of families choosing programs like open enrollment, Post-Secondary Enrollment Options, charter public schools and area learning centers continues to grow.

Take a look at the charter public school movement, just for example. The number of students attending charter public schools in Minnesota’s suburban, rural and urban areas doubled, from 10,162 in 2001-2002, to 20,608 in 2005-2006. Meanwhile, the number of students attending district schools, while still the vast majority of students dropped almost 25,000 over the same time period – from 831,535, to 806,755.

District schools receive substantial funds from local property taxes that charters do not. While charters receive a few hundred thousand to start out, that’s far less than what district schools receive when they open.

Then there are more than 30,000 students using open enrollment, more than 7,000 using Post-Secondary Enrollment Options, and more than 100,000 using the Area Learning Center Legislation.

Put it all together, and what does it mean? Steadily growing numbers of families are seeking new, more individualized options for their youngsters.

Some district educators are responding by trying to create new options; sometimes schools within schools, sometimes new courses (like College in the Schools, International Baccalaureate or College in the Schools), and sometimes entirely new options within the district.

Momentum, and the money that follows, seems to be on the side of those who are trying hard to meet student and family needs. While some educators object, criticize and challenge new options, my sense is that the trend will continue in 2007.