Yesterday marked the latest skirmish in the battle over how to implement Title I of the Every Student Succeeds Act, which sends $15 billion from the federal government to school districts to help schools serving low-income students.
A new report released by the Government Accountability Office finds that poor, minority students are increasingly isolated from their white, affluent peers in school.
If states continue to preserve their existing pension systems at any cost, teachers will see the Pension Pac-Man eat further and further into their take-home pay.
In Virginia, Gov. Terry McAuliffe signed legislation last week that will lead to an overhaul of the state’s high school graduation requirements.
Behind the Headline: Detroit schools’ decline and teacher sickout reflect bad economy and demographic shifts
Earlier this month, teachers in Detroit staged a sick-out, shutting down 97% of the district’s schools.
Expecting teachers to be expert pedagogues and instructional designers is one of the ways in which we push the job far beyond the abilities of mere mortals.
Is Dumping the District the Way to Break the Link between Socioeconomic Status and Student Achievement?
If we know that high-performing, high-poverty schools are possible, why is it that not a single urban district in this entire nation has been able to bring those results to scale—even after fifty years of effort?
For all their differences, George W. Bush and Barack Obama shared a surprisingly common approach to school reform: a regulatory approach.
Despite the conventional wisdom, there’s very little evidence that current education policies are driving teacher turnover.
An appeals court heard oral arguments yesterday in a lawsuit that a Florida teachers union has brought against the state’s tax credit scholarship program.
And should schools with persistently low test score gains be shut down even if parents continue to choose them?
Simply asking what works stops short of the real question at the heart of a truly personalized system: what works, for which students, in what circumstances?
The onset of chartering was no lightning bolt. This audacious innovation had multiple ancestors and antecedents.
Short-term test score gains don’t lead to long-term test score gains, but they do lead to long-term success.
If tests were reliable indicators of school and program quality, they should consistently be predictive of later-life outcomes. But they’re not.
The fundamental organization of our school system—a patchwork of 14,000 school districts with geographic monopolies over the residents who live within them—contributes both to spending and educational inequities.
How does a local school board hire a superintendent? Or fire a superintendent? In Montomery County, Md., a suburban school district outside of Washington, D.C. with over 150,000 students and an annual budget of $2.4 billion, much of the work of the school board seems to take place behind closed doors.
Test Scores Don’t Tell Us Everything, But They Certainly Tell Us Something About School Quality And Student Success
For elementary and middle schools, test data should play a more central role in evaluating school quality than it should for high schools.
if we’re unable to develop strong measures of school quality that can be used remotely, we should instead rely on the judgments of those closer to the situation, including parents.
Not that it’s easy to identify measures beyond reading and math scores that are valid and reliable indicators of school success.
Vast economic gains are likely to accrue to any state that can improve the quality of its schools.
If regulators were to rely primarily on test scores when deciding which programs or schools to shutter and which to expand, they would make some horrible mistakes.