On Top of the News
Chicago Public Schools Will Get Money for No-Show Students, Again
9/26/14 | WBEZ
Behind the Headline
Funding Phantom Students
Summer 2013 | Education Next
Chicago Superintendent Barbara Byrd-Bennett has announced that schools will continue to receive funding for students that are not enrolled this year, “holding harmless” schools that do not meet enrollment targets.
In an article for Education Next, Marguerite Roza and Jon Fullerton look at the practice of “funding phantom students.” The authors describe four common practices that allow public funds to flow to schools for students who are no longer enrolled: protection clauses against declining enrollment; hold-harmless provisions for districts competing with charter schools; subsidies to small districts; and minimum categorical allocations.
Roza and Fullerton note that policies that send funds to schools for students who are no longer enrolled “weaken the incentives that should drive change and adaptation as enrollments fluctuate.”
Data from North Carolina suggest that principals are not using the four-year period before teachers qualify for tenure to identify and remove their lowest performers.
Opponents of the Common Core question the idea of improving literacy by introducing higher levels of textual complexity into the instructional mix.
A federal appeals court has declined to rehear a case involving high school students who were not allowed to wear American flag shirts to school on the day of a Cinco de Mayo celebration.
These measures help to offer a more holistic take on the quality of a state’s school system.
Attorney General Eric Holder will resign as soon as a successor can be appointed, he announced yesterday. As Evie Blad notes on Politics K-12,” in the education world, [Holder] is perhaps best known for his efforts to address disproportionately high discipline rates for students from certain racial and ethnic groups.”
According to national data, four out of ten teachers will leave the classroom within five years. But turnover isn’t evenly distributed.
A new study looks at what happened to schools that failed to make adequate yearly progress (AYP) under No Child Left Behind and finds that some of the sanctions against these schools ultimately had a positive impact on student learning.
A growing number of examples show that used well, blended learning—and hence education technology—can help boost student achievement in both charter and district school settings.
The MCPS curriculum is weak when it comes to content in science and extremely weak in history.
Posts by Authors
- Achieve, Inc.
- Alliance for Excellent Education
- Alliance for School Choice
- American Board for Certification of Teacher Excellence
- American Institutes For Research
- American Legislative Exchange Council
- Annie E. Casey Foundation
- Aspen Institute
- Bill & Melinda Gates Foundation
- Broad Foundation
- Brookings Institution
- Building Excellent Schools
- Center for American Progress
- Center for Education Reform
- Center for Educational Achievement
- Center on Reinventing Public Education
- Citizens Commission On Civil Rights
- Common Core
- Consortium for Policy Research in Education
- Core Knowledge Foundation
- Data Quality Campaign
- Democrats for Education Reform
- Education Sector
- Education Trust
- Foundation for Excellence in Education
- Friedman Foundation
- Hechinger Institute on Education and the Media
- National Alliance for Public Charter Schools
- National Association of Charter School Authorizers
- National Charter School Research Project
- National Council on Teacher Quality
- National Education Writers Association
- National Governors Association
- National Institute for Excellence in Teaching
- New Leaders for New Schools
- New Schools Venture Fund
- Program on Education Policy and Governance
- Progressive Policy Institute
- Public Impact
- Teach for America
- The New Teacher Project
- Thomas B. Fordham Institute
- United States Department of Education
About the Blog
The Ed Next blog aims to provide lively commentary on education news and research and to bring evidence to bear on current education policy debates.
Our bloggers include editors at Education Next magazine and others who have written for the magazine. Education Next is a quarterly journal of opinion and research about education policy published by the Hoover Institution at Stanford University, and additionally sponsored by the Program on Education Policy and Governance at Harvard University and the Thomas B. Fordham Foundation.
The opinions expressed by the Ed Next bloggers and those providing comments are theirs alone, and do not reflect the opinions of Educationnext.org, Education Next magazine, or its sponsors. Educationnext.org is not responsible for the accuracy of any of the information supplied by the bloggers.