More time in school is not producing Americans with more or better skills.
The advent of the Common Core standards can and should boost the learning of America’s ablest young learners, not serve as a rationale for denying them opportunities to fulfill their potential.
A new report from ETS highlights a troubling paradox. While millennials in the U.S. have attended more years of school than previous generations, their skills in literacy, numeracy, and problem solving are lower than those of previous generations and of their peers in other nations.
Telling states how to operate their accountability systems hasn’t worked. It’s time to put the accountability monkey back onto the backs of states.
As policymakers, educators and parents continue to debate concepts like standardized testing, it’s worth remembering that school accountability has a proud parentage that is worth preserving and modernizing.
I respect schools that welcome students at any grade when space opens up, but whether to do this should remain the prerogative of the school, not the state or its regulators.
What does it mean when Ted Cruz, or Rand Paul, or Bobby Jindal says he “opposes” the Common Core?
I am wary of portfolio districts, mayoral takeovers, and other proposals for a super-regulator to govern all choice and traditional schools.
Raising the cap on Georgia’s scholarship tax credit program is an ideal way to bring freedom and excellence to K-12 education.
Charter schools recognize that current teachers are increasingly mobile, so they offer teachers portable benefits.
These articles illuminate some elements of the world of school choice that don’t always get the most attention.
Education savings accounts operate like the “partial voucher” that Milton Friedman envisioned more than a decade ago.
Here are some “talking points” that members of Congress might use when the testing issue comes up at town hall meetings and the like.
Since the Obama Administration has quietly transitioned to a normative accountability system, where schools are compared to each other rather than to some pre-determined “proficiency” benchmark, it doesn’t matter if all students appear to perform worse this year.
Policymakers seeking to improve the quantity and quality of educational options for families through private school choice programs should consider the opinions of the school leaders poised to serve those customers.
Curriculum and content matter—and for no one more than poor kids who get too little of that knowledge and vocabulary at home.