Matthew M. Chingos
Lessons on how from four pioneering districts
African Americans benefited the most
Study finds that students enrolled in a large “hybrid” course learned as much as students in a traditional course, at substantial cost savings
NEPC report uses flawed measures
Can citizens tell a good school when they see one?
What kind of management does better than the district-run schools?
The declines in NAEP scores from 2013 to 2015 are unlikely to be explained by shifts in student demographics.
More high-quality evidence on the nation’s most prominent voucher program has the potential to inform education policymaking in the capital and across the country
District-level data from New York suggest that relatively affluent districts tend to have higher opt-out rates, and that districts with lower test scores have higher opt-out rates after taking socioeconomic status into account
In the majority of classrooms, where opt-out appears likely to remain at low levels, the data strongly suggest that students sitting out of standardized testing will have only a trivial impact on the ratings received by their teachers.
Accountability based on grade-span testing judges schools based on the students they serve, not how well they serve them.
The cost of standardized tests, long assailed by testing critics as too high, has resurfaced in the debate over reauthorization of the No Child Left Behind Act currently underway in Congress.
For the first time, we are able to show that vouchers may have a long-term positive impact on college graduation rates.
A social scientist analyzes whether Christmas affects test scores
Charter schools vary more in their impact on student performance on state tests than traditional public schools; there are more charters with very large positive or very large negative test-score impacts than there are traditional public schools with such extreme outcomes.
Data from North Carolina suggest that principals are not using the four-year period before teachers qualify for tenure to identify and remove their lowest performers.
Addressing the design flaws we have identified in teacher evaluation systems will bring districts closer to achieving the primary goal of meaningful teacher evaluation: assuring greater equity in students’ access to good teachers.
The fact that teachers with master’s degrees are no more effective in the classroom, on average, than their colleagues without advanced degrees is one of the most consistent findings in education research.
Women are more likely to spend time out of the workforce than men, and defined-benefit pension plans tend to punish teachers who fail to meet specific targets, such as 30 years of service.
There’s clearly a slam-dunk case for eliminating—or at least dramatically shortening—summer vacation, which fits into a broader push to lengthen the school year beyond the 180 days that is typical in the U.S.
Rhode Island is among the few states that have enacted sweeping pension reforms. Accurate information about the effects of those changes is vital both locally and to other states deciding which changes to make to their own retirement systems.
The findings reported here indicate that it is unlikely that charter schools—a prominent effort to increase school choice, especially for students from disadvantaged backgrounds—are making the problem worse.
The What Works Clearinghouse declared the voucher study to be “a well-implemented randomized controlled trial.”
Are smaller classes worth the cost, relative to the alternative of a salary increase?
Several of the issues raised by Goldrick-Rab have no merit and none undermine the primary conclusion of our study.
How can we tolerate ignorance on something that is as critical to student learning as instructional materials?
There is little doubt that reducing class size can boost student achievement in some circumstances. What is much less certain is how much of a difference class-size policies can make, and whether the impacts are large enough to justify the costs of hiring additional teachers and building new classrooms.
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