Jay P. Greene
Picking the anecdotes you want to believe: A book review of Marc Tucker’s “Surpassing Shanghai”
Is collective bargaining for teachers good for students?
Interest groups wage war against merit pay
Long live education reform
Review of Marguerite Roza’s Educational Economics
Review of William A. Fischel’s Making the Grade
Parents should decide when their disabled child needs a private placement
An evaluation of Florida’s program to end social promotion
Murray and Rothstein find some unexpected common ground
Don’t blame private options for rising costs
Value-added analysis is a crucial tool in the accountability toolbox–despite its flaws
Vouchers and the Test-Score Gap
Florida gets its “F” schools to shape up
Vouchers improve public schools in Florida
The disconnect between fantasy and reality
In her new book, Follow the Money, Sarah Reckhow is clearly advising foundations to avoid top-down reform strategies, but the largest foundations are not heeding her advice.
It is a common refrain that athletics have assumed an unhealthy priority in our high schools, but data show that high schools that devote more energy to sports also produce higher test scores and higher graduation rates.
This will probably be the biggest, most comprehensive, and highly rigorous examination of the effects of school tours of an art museum.
The purpose of education isn’t only what the centralized authorities decide it is and bother to measure.
There’s been a 50% increase in the teaching workforce, but we have not seen improved results. Some people try to explain this by blaming special education and English Language Learners, but they’re wrong.
I’ve long argued that the teacher unions are hardly better at running their political interests than they are at running schools.
The dust hasn’t yet settled from the resolution of the Chicago teacher strike, but it appears that the reforms the city were able to retain will result in a better “true” merit pay system than the “phony” merit pay plan they were forced to concede.
If a race to the bottom is fueled by the desire to satisfy federal bureaucratic rules, why would we think the solution is in the adoption of more federal bureaucratic rules?
Even if we could identify a single, best way to educate all children, who is to say the people controlling the nationalized education system would pursue those correct approaches?
School reform organizations are often doing some great work but I have to tell you than many have some of the worst names I’ve ever heard.
Supporters of charter schools have four gold-standard randomized control trials on their side. Opponents of charter schools have no equally rigorous evidence on their side.
The “best practices” method that is gaining popularity among more-impressionable education policy wonks and that Tucker used in Surpassing Shanghai simply cannot support causal claims about “what works.”
Late last year there was a big brouhaha about misconduct in Florida’s McKay Scholarship program, which allows disabled students to use public funds to choose a private school if they prefer.
The Department of Health and Human Resources is up to its old tricks of delaying research whose results are likely to undermine their darling program, Head Start.
Now the issues of choice, tenure, merit pay, testing, and accountability are a normal part of the discussion.
Patrick Wolf and John Witte and a team of researchers have released their final round of reports on the Milwaukee school choice program.
If they agree that Common Core is sort of mediocre, why does Wilson support them while Wurman oppose them?
Yes, answers Roland Fryer in an amazing study released this month.
Supporters of digital learning, many of whom were among the strongest supporters of national standards, have organized in opposition to the imposition of a single test on the nation’s schools.
National standards will fail because it is not possible to have a centrally determined set of meaningful standards that can accommodate the legitimate diversity of needs, goals, and values of all of our nation’s school children.
Ed Week, Ed Sector, and others are picking up on a hyperventilating story from the free weekly Miami New Times about misconduct in Florida’s McKay Scholarship voucher program for disabled students. The stories were embarrassing, but the reaction by the New Times and others has been completely lacking in perspective.
Last week the education task force of the American Legislative Exchange Council (ALEC) endorsed measures urging states to oppose adoption and implementation of the federally “incentivized” Common Core standards.
The problem with teacher unions and public sector collective bargaining is that the checks and balances provided by market competition are absent.
According to the Global Report Card that Josh McGee and I developed, tiny Waconda, Kansas is one of the top-performing school districts in the United States. Other than being the home to what residents claim is the world’s largest ball of twine, one might not think that there was anything exceptional about this rural, farm community in north central Kansas.
Steve Jobs embodied the entrepreneur as humanitarian — not because he gave away his wealth as if to cleanse himself of the sin of having earned it, but because he created and promoted consumer items that significantly improved our lives while justly generating enormous wealth for himself, his employees, and shareholders. Jobs also had quite a lot of smart things to say about education reform.
Coverage of the new Global Report Card (GRC) that Josh McGee and I developed is gaining steam. The GRC allows users to compare student achievement in virtually every one of the nearly 14,000 school districts in the United States against the achievement in a set of 25 developed countries.
Our nearly exclusive focus on improving the education of the poor has concealed the sub-par education being provided in many of our most affluent school districts.
Podcast: Jay Greene discusses his new study, which examines student achievement in virtually every school district in the United States and compares the performance of U.S. districts with the performance of students in 25 developed countries.
Keep your eyes out for tomorrow’s release of the Global Report Card. This is a project conducted by Josh McGee and me in which we measure student achievement in virtually every school district in the U.S. against the performance of students in an international comparison group consisting of 25 developed countries.
Education Secretary, Arne Duncan, and Netflix CEO, Reed Hasting, have an op-ed in today’s Wall Street Journal that starts out great but then goes dramatically downhill.
Digital learning has significant potential but it also faces significant political barriers. Existing regulations, such as seat-time requirements, teacher certification requirements, and the immobility of student funding all stand in the way of rapid expansion of digital learning in K-12 education. Notice that I did not include the lack of a national set of standards as a significant barrier to the expansion of digital learning.
Philanthropists with billions of dollars to devote to education reform should build new institutions and stop trying to fix old ones.
The Gates interview in the Wall Street Journal confirmed two things about the Foundation’s education efforts: 1) they’ve realized that the focus of their efforts has to be on the political control of schools and 2) they are uninterested in using that political influence to advance market forces in education
The unions succeed by intimidating politicians with their raw power while convincing the public that teacher unions love their children almost as much as the parents do. But when the public face of the teacher unions is the Army of Angry Teachers, they no longer seem like Mary Poppins.
The OECD has a report, Education at a Glance 2010, that provides a shockingly flawed comparison of the amount of time U.S. teachers work relative to teachers in other countries.
A common pitfall for foundations is to fantasize that they know what works and what doesn’t rather than encouraging market forces to sort that out. This point is nicely illustrated by a new report released by Andrew Coulson at Cato.
Let’s stop trying to fix Detroit, LA, or Chicago public schools. They need to be replaced with new organizations with new missions and new methods of education. That’s how we can reform schools — by replacing them.
It is now clear, according to the U.S. Department of Education’s own description, that the Department is in violation of the law by which it was created.
Charles Miller observed the extensive use of passive voice in the Fordham reply to the criticism over a nationalized set of standards, curriculum, and assessments, which serves to conceal who is supposed to be doing the described actions.
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