These regulations do more to empower states, local communities, and parents and clarify what’s possible under the law than they do to limit them.
Title I formulas now provide extra funds per poor student in poorer places. Under portability, this would no longer be true,
If the ESSA rules are repealed, states could be left with little more than an ambiguous statute and non-binding assurances from the executive and legislative branches.
The extent to which Uncle Sam should intrude himself into school discipline practices—and the extent to which “disparate impact” should intrude itself into federal civil-rights policies—are hugely important issues.
How teachers can navigate bureaucracy and the shoals of policy in order to make schools and systems more supportive of their work.
We need to build a new cadre of researchers employed by school districts, state agencies, and local nonprofits.
If evidence is to drive impact, it must be part of a larger, clearly communicated vision of research integrated with practice.
Rather than turning away from teacher evaluation reform, we should learn from the massive Obama-era effort: what worked and what didn’t work and why.
States and school districts may find it tricky to navigate what is required and how money can be spent, which can lead to funds being used in “safe” and “permissible” ways rather than the ways that educators deem most useful.
Letting great educators open up schools is much more cost effective than increasing spending by billions of dollars, which will yield very modest results.
Education scholarship marginalizes itself when it seems to treat the more conservative half of the nation with casual contempt.
As states take over responsibility for addressing their low-performing schools, they can draw lessons from some SIG successes.
Direct Student Services gives states new leeway to use some of their federal Title I dollars to expand instructional choice for students.
School accountability regimes may be intended to weed out only the “truly dismal,” but they cause all schools to behave in ways they otherwise wouldn’t—including adopting instructional practices and school culture habits we might not want.
With Betsy DeVos as Education Secretary, Parents and Teachers Can Focus on Changing Policies Closer to Home
During her confirmation process, DeVos promised time and again to shrink Uncle Sam’s impact on the nation’s schools.
We should get accustomed to the idea of intense debates over future secretaries for as long as the US Department of Education wields such significant authority.
What’s at stake is not the future of chartering but the future of choice.
Early evidence on a policy can turn out to be misleading, or a policy can have delayed effects
The hard-and-fast lines we have drawn between “public” and “private” are a lot blurrier and a lot less useful than we pretend.
By shining a spotlight on states with particularly low student performance, the department can bring attention to the struggles facing public education in these states.
Belichick is doing the hard, unpleasant work of addressing ineptitude and setting a high bar for performance.