To create a feasible school choice policy, lawmakers would likely need to expand federal involvement in private school education.
Higher education is capable of innovating, but each institution will have to figure out what is right for its circumstance.
Two recent studies provide evidence that money matters, but that it will take massive amounts to close gaps.
How Civil Rights Enforcement Got Swept Into the Culture Wars, and What a New Administration Can Do About It
The incoming leaders of the civil rights office should demonstrate their commitment to the rule of law by following APA’s notice-and-comment rulemaking procedures.
Repealing the regs via the Congressional Review Act will make ESSA implementation a whole lot more difficult than it needs to be.
What if the city opened more accelerated schools, and, instead of testing in, parents were given a choice about whether to enroll their children
A proposal that would allow employers to help pay off their employees’ student loans tax-free would provide a regressive handout to the wealthiest borrowers.
Contrary to recent editorials in some major U.S newspapers, the empirical research on school choice programs is far more positive than not.
A review of “Cleverlands: The Secrets Behind the Success of the World’s Education Superpowers” by Lucy Crehan
While the appropriate federal role in the policies and practices of local schools is a matter of debate, ensuring transparency through data collection should not be.
The rate of charter school growth was at 6 to 8 percent until the 2014-2015 school year. It is now down to 1.8 percent.
Proactive choice regulations and/or guidance will give states and districts the legal assurance they need to innovate and provide more options to families.
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If the ESSA rules are repealed, states could be left with little more than an ambiguous statute and non-binding assurances from the executive and legislative branches.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.