Accountability plans must ensure that every student gets the broad knowledge and vocabulary that remain the unacknowledged drivers of language proficiency
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.
Most families have not embraced full-time online virtual learning as an answer to their particular circumstances or values.
How Washington, D.C. could lay the foundation for the next decade of improvement for its schools.
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,
A new study looks at teacher evaluation results in 19 states that have adopted new evaluation systems since 2009.
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?
How long should we wait to see whether the program is working? That is a question that only lawmakers can answer.
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 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.
How is a school system supposed to improve productivity when so much of what matters can’t be centrally managed and scaled across schools?
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.
Substantial gains in decoding have shown we can get kids to the starting line. But we’re leaving them stuck there.
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.
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.
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?
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
A decade ago, U.S. education policies were a mess. It was the classic problem of good intentions gone awry.
With Justice Antonin Scalia’s unexpected passing, we can’t help but ask what will happen with Friedrichs v. California Teachers Association, which appeared headed to a 5-4 split.
From Evidence-based Programs to an Evidence-based System: Opportunities Under the Every Student Succeeds Act
A series of provisions in the new education law encourage the use of evidence to inform the kinds of decisions states are now empowered to make.
New York State education officials raised a ruckus two weeks ago when they announced that annual statewide reading and math tests, administered in grades 3–8, would no longer be timed.
As the charter school sector expands, we should try to understand how the charter school sector has catalyzed a new generation of civil society organizations to support the sector.
In a compelling recent blog post, Washington State’s new Teacher of the Year, warned that he won’t be taking positions on most of the hot policy topics of the day. He said he wants to use his new bully pulpit to talk about the only things that really matter: resource inequities and the need for more high-quality and diverse teachers.