Flypaper

Rabbi A.D. Motzen

This is the fourteenth entry in Fordham’s education savings account Wonkathon. This year, Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to opine on ESAs. Click to read earlier entries from Michael GoldsteinSeth RauMatthew LadnerJonathan ButcherTracey WeinsteinAndy SmarickNeerav KingslandLindsey M. BurkeJason BedrickAdam PeshekRobin LakeTravis Pillow, and Robert Tagorda.

"Universal school choice," screamed the headline at National Review Online. The reference, of course, was to Nevada's new education savings account (ESA) bill. Celebrated by school choice organizations in multiple press releases—and even by some, but not all, of the previous posts in this Wonkathon series—as a "universal" ESA, the new program is creating quite a buzz. The headlines, however, are missing an asterisk. 

The Nevada ESA bill is broad. It's bold. It deserves to be celebrated, but it's not universal. Calling the program “universal” ignores the tens of thousands of Nevada families excluded from the program, and it may even prevent other states from achieving truly universal school choice.

Defining “universal”

The Merriam-Webster dictionary defines universal as "including or covering all or a...

Robert Tagorda

This is the thirteenth entry in Fordham’s education savings account Wonkathon. This year, Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to opine on ESAs. Click to read earlier entries from Michael GoldsteinSeth RauMatthew LadnerJonathan ButcherTracey WeinsteinAndy SmarickNeerav KingslandLindsey M. BurkeJason BedrickAdam PeshekRobin Lake, and Travis Pillow.

If you read SB 302, the Nevada legislation that establishes education savings accounts, you quickly realize how ambitious the program is. Section 9 enumerates the appropriate uses of funds, including transportation costs “up to but not to exceed $750 per school year.” Section 12 puts the onus on educational entities to ensure that students take mandatory norm-referenced exams in language arts and math — and “provide for value-added assessments of the results.” Section 15.5 goes beyond academics, affirming that children who “opt in” to the program “must be allowed to participate in interscholastic activities and events” sanctioned by a statewide body.

These legislative details may seem arcane in isolation. But collectively, they illustrate the sweeping and comprehensive nature of the bill. ESAs are not envisioned as accessories...

Travis Pillow

This is the twelfth entry in Fordham’s education savings account Wonkathon. This year, Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to opine on ESAs. Click to read earlier entries from Michael GoldsteinSeth RauMatthew LadnerJonathan ButcherTracey WeinsteinAndy SmarickNeerav KingslandLindsey M. BurkeJason BedrickAdam Peshek, and Robin Lake.

Private school choice programs have historically targeted students who need extra help, like low-income kids or children with special needs. Nevada’s education savings accounts have gotten a lot of buzz, in part, because they break that tradition. Their availability to nearly all students gives them an unprecedented chance to spur innovation for students who haven’t typically been the focus of school choice advocates.

The providers that emerge to serve these students could look quite different from ordinary schools. Picture micro-schools that meet one day a week for a single subject and share course materials digitally, or traditional private schools that allow students to come in for just an hour or two of classes a day, which they pay for a la carte.

Take advantage of parents as active...

This is the eleventh entry in Fordham’s education savings account Wonkathon. This year, Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to opine on ESAs. Click to read earlier entries from Michael GoldsteinSeth RauMatthew LadnerJonathan ButcherTracey WeinsteinAndy SmarickNeerav KingslandLindsey M. BurkeJason Bedrick, and Adam Peshek.

Nevada’s new education savings account program is big news. It’s a “universal” program, meaning that any parent whose child attends a neighborhood public school can opt out of that school and instead receive access to a pot of funds that can go toward a variety of schooling services—online courses, private school, homeschool curricula etc. Unlike more limited voucher programs with restricted funds (some could only be used by poor students or those with disabilities, and most could only be used for private school tuition), Nevada’s decision to make education funds available to everyone is a potential game-changer for school choice. And it resurrects the viability of school vouchers, which have been relegated to the policy fringe for the past decade.

For years, voucher advocates and economists argued that the...

Adam Peshek

This is the tenth entry in Fordham’s education savings account Wonkathon. This year, Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to opine on ESAs. Click to read earlier entries from Michael GoldsteinSeth RauMatthew LadnerJonathan ButcherTracey WeinsteinAndy SmarickNeerav KingslandLindsey M. Burke, and Jason Bedrick.

Believe the hype. The creation of a universal education savings account (ESA) program in Nevada is the most momentous event in the history of the school choice movement. Soon, parents of all K–12 public school students in the state will have the ability to direct their children’s state education funds to the schools, programs, courses, and services of their choice. Along with Arizona, Florida, Mississippi, and Tennessee, nearly one million students will be eligible for an ESA in 2016. Despite their massive promise, education savings accounts require a much-needed evolution in the role of the state in education. 

The challenges in implementing ESA programs will be twofold. The first will be similar to any startup: securing funds, setting up infrastructure, creating processes and workflows, etc. The second set may prove to...

Jason Bedrick

This is the ninth entry in Fordham’s education savings account Wonkathon. This year, Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to opine on ESAs. Click to read earlier entries from Michael GoldsteinSeth RauMatthew LadnerJonathan ButcherTracey WeinsteinAndy SmarickNeerav Kingsland, and Lindsey M. Burke.

Earlier this month, Governor Brian Sandoval signed into law the nation’s first nearly universal education savings account (ESA) program. Education reformers are right to be excited, but now comes the hard part: resisting the temptation to overregulate.

At the core of the market-based approach is a deep epistemological modesty. We do not know the best way to educate students, or even if there is a “best” way. There is a legitimate diversity of views regarding what students should know and how to teach them, and different children have different learning needs.

There is no perfect system. All our institutions are constructed from the crooked timber of humanity. Ultimately, there will be failures in the private sector, just as there are in the public. Education providers will try new things only to discover that they...

Yesterday, Donald Trump announced that he’s running for president. The business magnate joins eleven others in the crowded race for the republican primary. (On the other side of the aisle, only four democrats have declared.) He’s also the subject of the sixteenth installment of the Eduwatch 2016 series chronicling presidential candidates’ stances on education issues.

This is Trump’s first official political campaign, though he’s floated the idea many times. “In 2000, Trump declared he might run for president as an independent. He did it again for the 2004, 2008 and 2012 races. In 2006, he said he was thinking about running for governor [of New York]. In 2014, he said it again,” reports the New York Post. He’s also dabbled in higher ed, having started an online institution formerly known as Trump University—but that’s currently shuttered because of this lawsuit (there’s also this one). Here are some of his views on education:

1. Common Core: “End Common Core. Common Core is a disaster.” June 2015.

2. School choice: “Our public schools are capable of providing a more competitive product than they do...

What is the role of authorizers in charter school policy? It’s a question that the National Alliance for Public Charter Schools (NAPCS) and the National Association of Charter School Authorizers (NACSA) dive into in this new brief. Based on the assumption that authorizers should be accountable for the quality of schools they authorize and that “authorizer accountability and school accountability are inextricably linked,” NAPCS and NACSA examine recent developments in four states: Colorado, Minnesota, Hawaii, and Fordham’s beloved Ohio (sometimes called the Wild West of charter schools).

In Ohio, a 2012 law mandated that every authorizer would receive an annual performance rating—we were judged an “exemplary” authorizer—based on three components: academic performance of the authorizer’s charter schools, adherence to quality practices, and compliance with laws and regulations.

 Policy recommendations include sanctioning and terminating authorizers that fail in essential duties, defining more clearly what happens when a state terminates an authorizer, and detailing the fate of schools “orphaned” by authorizer termination. These policies are critical and ensure that parents and students are not left in the dark when a charter school loses its authorizer; they also help prevent “authorizer hopping,” whereby schools set for closure (either by their...

A new National Bureau of Economic Research paper examines the impact of access to Sesame Street on various short- and long-term academic and labor market outcomes. Analysts focus on cohorts of children born from 1959 to 1968. These subjects would have entered first grade between 1965 and 1974, around the time of Sesame Street’s birth in 1969.

The researchers examine the progress of students who would have been at least six years old and already in elementary school at the time of the first airing, as well as those five years of age and below (who would have been exposed to the program during their preschool years). They make use of the natural variation in exposure to the program by calculating, by county, the share of television-owning households that were able to receive a signal over which Sesame Street was broadcast. Two-thirds of the population is estimated to have lived in areas where Sesame Street could be received on their televisions.

Using U.S. Census data as their primary measure, the analysts find that kids with access to the program were more likely to proceed through school in the grade appropriate for their age; in other words, they were not held...

It wasn’t that long ago when you could go from one end of your K–12 education to the other without even laying eyes a student with a disability. “In the early 1970s, these youths were marginalized both in school and in life, with only one-fifth of children with disabilities even enrolled in public schools,” notes Education Week, whose tenth annual Diplomas Count report focuses this year on students with disabilities. Today, nearly six million such students are enrolled in U.S. public schools, with the vast majority studying alongside non-disabled peers. They are “coming of age at a time when they, like all high school students, are increasingly expected to perform to high academic standards and to prepare for further education or training and a productive role in the workplace,” the authors observe.

How are they doing? Eighty-one percent of our public high schools students can now expect to march across stage and be handed a diploma within four years; that’s both a historic high and the headline finding of Diplomas Count 2015. However, the graduation rate among students with disabilities is 62 percent—a figure that masks wild (and somewhat suspicious) variations from state to state: from a low of 23...

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