A Trick for Attracting Science, Math, and Special Ed Teachers

Schools should spend funds with an eye to providing the best possible teaching and learning for students. That’s not happening if schools are simply ignoring supply and demand when it comes to teacher pay.

Should Non-Cognitive Skills Be Included in School Accountability Systems?

Preliminary evidence from California’s CORE districts

Evidence confirms that student skills other than academic achievement and ability predict a broad range of academic and life outcomes.

How Many Teachers Deserve Adequate Retirement Benefits? Some? Most? All?

Current teacher retirement systems require teachers to stay 20, 25, or even 30 years before they qualify for adequate retirement benefits.

Could Well-Meaning New Labor Rule Hurt Charter Schools, Preschools, & Tutoring Programs?

The Obama administration’s Department of Labor is moving to revamp the “overtime rule” under the Fair Labor Standards Act. This could have a big impact on programs that depend on the passionate commitment of small staffs.

Some New Teacher Evaluation Systems Do Make a Difference

The new generation of teacher evaluations have the potential to strengthen instruction, make teaching more attractive work, and raise student achievement on a wide scale—if states and school districts stay the course on reform.

Never Judge a Book By Its Cover—Use Student Achievement Instead

A focused effort to evaluate curricula and shift demand toward more effective options would yield a higher return on investment than more resource-intensive measures.

How To Create Accountability Systems that Build Knowledge and Increase Reading Ability

Accountability plans must ensure that every student gets the broad knowledge and vocabulary that remain the unacknowledged drivers of language proficiency

Poor and Working-Class Americans Have Gotten Hammered. Here’s How To Help Their Children Do Better.

While our education system alone cannot solve the stubborn, tragic problem of persistent poverty and the growing gaps between working-class and college-educated Americans, there’s much it can do for the children entrusted to it.

Response to The Trouble With Texting

As behavioral nudge strategies continue to expand in education and across numerous policy domains, we should continue to critically examine and debate the questions of replicability, long-term impact, and appropriate use that Jay Greene raises in his critique.

Chingos, Peterson Win Best Academic Paper on School Choice and Reform

A study by Matthew M. Chingos and Paul E. Peterson on the long-term impact of school vouchers on college enrollment and graduation won the 2016 Association for Education Finance and Policy (AEFP) Prize awarded for Best Academic Paper on School Choice and Reform.

Beware of Taking Flexibility a Step Too Far

Most families have not embraced full-time online virtual learning as an answer to their particular circumstances or values.

Could D.C. Give Its Schools the Same Autonomy as Charter Schools?

How Washington, D.C. could lay the foundation for the next decade of improvement for its schools.

The Case for a Broader Approach to Education

A broader education, including the arts, may be essential for later success in math and reading as well as the proper development of civic values and character skills,

When Fancy New Teacher-Evaluation Systems Don’t Make a Difference

A new study looks at teacher evaluation results in 19 states that have adopted new evaluation systems since 2009.

Can Higher Standards Survive?

Does the political will exist to maintain higher standards? And does the capacity exist in K–12 education to raise significant numbers of American children to meet these standards?

Should Louisiana Eliminate Its Voucher Program?

How long should we wait to see whether the program is working? That is a question that only lawmakers can answer.

Blending Learning From the Top Down or the Ground Up?

Our Blended Learning Universe school directory features more than 300 profiles of schools. We’re hoping that the directory can offer guidance to states and districts by illustrating what is happening on the ground inside actual schools.

The Next Phase of D.C. Reform

The most valuable contribution of a new report by David Osborne on the last two decades of reform in Washington D.C. schools is the implicit question it raises about the future.

Productivity is sometimes seen as a dirty word in education. But it doesn’t have to be.

How is a school system supposed to improve productivity when so much of what matters can’t be centrally managed and scaled across schools?

What Would a President Trump Mean for Education?

One reason that Trump makes political veteran observers so nervous is that he could very well be elected President of the United States, and yet no one has any idea of what he’d attempt to do in office.

How To Fix Reading in the Era of ESSA

Substantial gains in decoding have shown we can get kids to the starting line. But we’re leaving them stuck there.

What Ordinary People Know but Elites Won’t Admit about College Readiness

The biggest taboo in education today is admitting that lots of high school graduates aren’t ready for college, have virtually no shot at succeeding there, and are better off doing something else with their time.

Will the Decline of AP Course Offerings Spur the Rise of Course Access?

If we believe that the school you attend should not determine the limits of the courses you can take, then states, rather than individual schools, must step in to ensure that all students can benefit from innovations in online learning to access coursework.

Steering and Rowing in the Age of ESSA

ESSA returns to states the authority to create K–12 accountability systems. So what, exactly, should schools and districts should be held accountable for? What do we want them to actually accomplish?

A Response to David Denby

Reform always begets opposition, and that’s not an altogether bad thing. Those bent on changing things must be able to explain why the case for reform is stronger than the case for the status quo

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