Paul E. Peterson
Is one-third computer time about right?
Public thinking on testing, opt out, common core, unions, and more
What are the general lessons to be learned from the many case studies of successful chartering?
Commitments to Common Core may be driving the proficiency bar upward
Social policies have influenced the rate of growth in single-parent families
Also teacher grades, school choices, and other findings from the 2014 EdNext poll. Full results also available at education next.org/edfacts
An excerpt from What Lies Ahead for America’s Children and Their Schools, a new book edited by Chester E. Finn, Jr. and Richard Sousa
It’s not just about kids in poor neighborhoods
School districts and teachers unions are fighting charters with renewed energy.
An excerpt from Teachers Versus the Public
Learning the truth about schools helps the school reform cause
Facts about local district performance alter public thinking
Charter schools, once little more than glass miniatures, are proving to be the toughest, most enduring of all education reforms.
Americans React to Common Core and Other Education Policies
Students proficient on state tests but not national
The America Achieves study reveals in an alternate way an international achievement gap that my colleagues and I have been identifying over the past three years.
African Americans benefited the most
Half or more of student achievement gains on NAEP are an illusion
The 2012 EdNext-PEPG survey finds Hispanics give schools a higher grade than others do
International and state trends in student achievement
Americans are learning more but are not catching up to the rest of the world
The true import of the Chetty study
A narrow-minded approach to school reform
What U.S. schools can and cannot learn from other countries
Photos: Additional images from the Education Next-PEPG Conference
The latest on each state’s international standing
Intense controversies do not alter public thinking, but teachers differ more sharply than ever
Students learned 3.6 percent of a standard deviation more if the teacher spent 10 percent more time on direct instruction. That’s one to two months of extra learning during the course of the year.
How persuasive is it?
The following essay is part of a forum, written in honor of Education Next’s 10th anniversary, in which the editors assessed the school reform movement’s victories and challenges to see just how successful reform efforts have been. For the other side of the debate, please see Pyrrhic Victories? by Frederick M. Hess, Michael J. Petrilli, […]
Over the decade, we have witnessed—perhaps contributed to—the advance of school reform.
Everyone’s local school needs to do better
Which countries—and states—are producing high-achieving students?
All school evaluations, like all politics, are local
The 2010 EdNext-PEPG Survey shows that, on many education reform issues, Democrats and Republicans hardly disagree
Most state standards remain far below international level
View the Underlying Data
School markets are creative, not static
Promising results from charters that educate teens
The legacy of James Coleman
Not as bad as it sounds
We get more minority teachers and test scores rise
In fact, most render the notion of proficiency meaningless
The 2009 Education Next-PEPG Survey asks if information changes minds about school reform.
Research can change the political agenda…if the circumstances are right
But can we be sure about the students?
What kind of management does better than the district-run schools?
For years, our public schools have paid as little attention to personnel costs as General Motors has.
Today's choicest choice
Will he provide similar opportunities for others?
Americans think less of their schools than of their police departments and post offices
Why aren’t schools an issue in the 2008 election?
Is accountability the reform of the past?
The public supports a wide range of education reforms
NCLB’s faulty way of measuring school quality
The 2007 Education Next—PEPG Survey
A well-heeled commission issues a weak-kneed report
Changing minds in the education establishment
Findings are other than they seem
What New Orleans Tells Us about Our Education Future
Don’t rely on NCLB to tell you
Vouchers and the Test-Score Gap
Vouchers on Trial
A view from inside the courtroom
In the wake of A Nation at Risk, educators pledged to focus anew on student achievement. Two decades later, little progress has been made
New looks at the New York City evaluation
Racial progress eventually came to pass—everywhere but in public schools
Now it is certain, on its third anniversary, that No Child Left Behind (NCLB) is a monumental achievement. The accountability provisions of the law shine a bright light on the performance of schools across the nation, forcing many of them to attend to long-ignored problems. But new evidence confirms what was known when the law […]
Johnny can’t read … in South Carolina. But if his folks move to Texas, he’ll be reading up a storm. What’s going on? It turns out that in complying with the requirements of No Child Left Behind (NCLB), some states have decided to be a whole lot more generous than others in determining whether students […]
How Closed Negotiations with Unions Are Hurting Our Schools
A race to the bottom?
Good teaching—the kind that can routinely raise student achievement—is the most valuable of all education resources. When a teacher inspires, children learn, even when the building is antiquated, the Internet is missing, and classes are bigger than usual. So teacher quality matters. A lot. Yet the standard measure of quality today, the teaching credential or […]
Americans have generally agreed on what should be taught in the public schools, but partisan debate has increasingly turned the core curriculum into a political football.
In 2014 the U.S. Department of Education and the U.S. Department of Justice, acting together, sent every school district a letter asking local officials to avoid racial bias when suspending or expelling students.
Gauging public opinion on parental opt-out, charters, Common Core and vouchers
Are opinions about the Common Core driven by the public debate broadcast in the media or are they rooted in direct knowledge about what is happening in schools?
If those in our nation’s capital want to modify federal education policy along lines preferred by the public at large, they will enact a law that resembles the bipartisan bill passed by the Senate.
If you don’t like the message, kill the messenger
Judging by a recent survey, a plurality of the American public and an equally large share of teachers oppose forced union payments.
In its Spring issue, Education Next takes note of the 50th anniversary of a 1965 publication issued by the U. S. Department of Labor entitled “The Negro Family.”
Fifty years ago the U.S. Department of Labor issued a report that identified a surprising rate of growth in the percentage of African American children born into single-parent families.
Annual, statewide testing should be saved, and it can be if moderates in both parties fight off special interests.
Far from addressing the marriage problem, the federal government exacerbated it.
In 2016 neither Jeb Bush’s Republican primary opponents nor Hillary Clinton nor even Elizabeth Warren will be able to ignore the poor state of the nation’s schools. For they will be facing a candidate with the strongest school reform credentials any presidential candidate has ever had.
Courts have yet to reach a final verdict on teacher tenure and seniority rights, but the court of public opinion has already made a clear determination.
Before receiving a federal grant that never needs to be repaid (as is the case with Pell grants and some loans), the recipient should demonstrate that they are worthy of support by passing an appropriate set of examinations.
If one judged public opinion by conventional public discourse, one would soon conclude that parents in the United States are neatly divided between devotees of district-operated schools and choiceniks determined to avoid them. But Americans are a good deal more practical than that.
Differences between the two polls derive from the questions that are asked and the way in which they are posed.
Political polarization is making it increasingly difficult to sustain support for policy undertakings a majority of the public supports.
On September 8, “Saving Schools” launches. Four (free!) mini- courses on “History, Politics and Policy in U. S. Education”
Vergara precedents are multiple, judge’s actions restrained
The United States once had the best educational system in the world, but that day seems to have faded away. Unfortunately, the United States can no longer live on the great educational system it once enjoyed.
Sampling the public can be done pretty accurately by sophisticated polling firms, and all three of the just-released surveys have that in common. But even though sampling can be done in a scientific manner, question formulation in survey research is an art form.
While many in state capitols and Washington, D.C. are placing bets against state and national accountability systems that range from No Child Left Behind to Common Core State Standards, the public remains faithful to its long-standing commitment to hold schools, students and teachers accountable.
A comparison of the two polls reveals that responses depend quite a bit on how a question is posed.
Although digital learning is making definite advances, it has yet to disrupt secondary education.
A number of people have commented on my finding that the black-white test score gap on the National Assessment of Educational Progress (NAEP)’s long-term trend survey has failed to close during the Obama years.
Student achievement, after rising steadily during the 1999-2008 period, has come to a virtual halt during the Obama Administration.
School vouchers never had a better friend than Peter Flanigan.
Why is Weingarten accusing Zimmerman of taking the law into his own hands after a jury of six women found that there was reasonable doubt that he was guilty?
Too many people ignore international comparisons and set low expectations for U.S. students and their schools.
We will not know much about teacher preparation effectiveness until we can link teacher training directly to student achievement.
Do the NCTQ Rankings Identify Schools of Education that Produce Graduates Who Are Effective in the Classroom?
The National Council on Teacher Quality, in conjunction with U. S. News and World Report, has issued an ambitious report evaluating the quality of teacher preparation programs in schools of education across the United States.
How do Carnoy and Rothstein manage to raise U. S. educational performance to international standards simply by adjusting for the social-class background of its students?
Conventional wisdom says that Obama put one over on the GOP. The real story is quite otherwise.
Predicting what will happen in 2013 is a fool’s project. Consider 2012.
At this holiday season, ordinarily so joyful, all of our hearts are filled with sadness, thoughts, and prayers for the families of those 27 children and adults who lost their lives in the tragedy at Sandy Hook Elementary School.
According to research gathered by the Hoover Institution’s Koret Task Force, charter schools provided the fodder for more news stories in 2012 than any other educational topic.
Do graduation rates from high school have anything to do with student proficiency in reading and writing in 4th and 8th grade?
Poll reveals less trust in teachers, especially among swing voters
Matthew Chingos and I have just released a study that for the first time makes use of data from a randomized field trial to identify the impact of school vouchers on college enrollments.
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