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Editor's note: On May 6, Fordham contributor Andy Smarick delivered testimony before an Ohio education subcommittee on Senate Bill 148, a critical piece of legislation that would help clean up the state's troubled charter sector. With his permission, we're reproducing his remarks.

Thank you Chair Hite, Vice Chair Sawyer, and subcommittee members for allowing me to offer some thoughts on your ongoing efforts to improve charter schooling in Ohio. Congratulations and thank you for the important progress that’s reflected in the legislation being considered here today.

My name is Andy Smarick, and I’m a partner at Bellwether Education Partners, a nonprofit organization committed to improving K–12 schooling, especially for high-need students. I’ve worked on education policy for most of my career—at the White House, the U.S. Department of Education, the U.S. House of Representatives, a state department of education, and a state legislature.

I’m also a strong advocate for high-quality charter schooling. I helped start a charter school for low-income students, I helped found the National Alliance for Public Charter Schools, and I’ve written extensively about charter schooling, including a book on how—when done right—it can dramatically improve student results in cities.

I was a coauthor of the...

A new report from the Institute of Education Sciences presents new data from a national survey of teachers, which is part of a longitudinal study of public school teachers who began teaching sometime between the school years 2007–2008 and 2011–2012. Of the many findings, six stand out.

  1. During their second year, 74 percent of beginning teachers taught in the same school as the previous year, 16 percent taught in a different school, and 10 percent were not teaching. By year five, 17 percent of teachers had left teaching.
  2. The percentage of beginning teachers who continued to teach after the first year varied by first year salary level. For example, 97 percent of beginning teachers whose first year base salaries were $40,000 or more were still teaching in year two of the study, whereas only 87 percent of those with a first year salary less than $40,000 taught for a second year.
  3. No differences were detected between the percentages of current teachers who started teaching with a bachelor’s degree and those who started teaching with a master’s degree.
  4. The percentage of beginning teachers who continued to teach was larger among those who were assigned a first year mentor than among
  5. ...

ACT’s new report is based on a survey it administered to graduating high school seniors who took its college entrance exam, a cohort that now comprises 57 percent of the nation’s graduates. The report analyzes data on the self-reported career interests of nearly 1.85 million students, compared to those who took the ACT in the previous four years; it focuses particularly on those who expressed an interest in education as a profession. This includes survey respondents who planned to major in administration/student services, general teacher education, the teaching of special populations (e.g., early childhood, special education), and the teaching of specific subject areas like math or a foreign language.

The researchers found that between 2010 and 2015, the total number of graduates who planned to work in education decreased more than 16 percent—even though the number of ACT test takers rose 18 percent. Similarly, the percentage of all test takers planning to walk that career path decreased from 7 percent in 2010 to 5 percent in 2016. These students also achieve lower ACT scores than the national average in math, science, and reading—something that was also true in 2010. And the cohort is less diverse than some might prefer: 72...

Jack Jennings was the most influential education policy staffer on the Democratic side of Congress—probably on both sides—for the past half century. He served on the House Education Committee team for some twenty-seven years, then founded and led a well-regarded quasi-think tank called the Center on Education Policy, which continues to issue useful studies.

His new book, timed to coincide with the fiftieth anniversary of the Elementary and Secondary Education Act, is forceful, opinionated, informative, and sometimes quite wrong. (A simple example: He several times attaches my own stint in the Education Department to the wrong president. More importantly, he misstates Richard Nixon’s K–12 proposals and incorrectly describes their handling by Congress.) As Andy Rotherham says on the back cover, “If you agree with everything in this book, you probably didn’t read it closely.”

But there’s much useful history and perceptive analysis here, as well as some pie-in-the-sky recommendations for the future. Particularly interesting to me was how Jennings traced the onset of federal involvement with results-based accountability to the 1988 Title I amendments shaped by Committee Chairman Augustus Hawkins. Those revisions, he writes, “marked a change in attitude among congressional leaders, characterized by increased demands on educators to...

Matthew Levey

In early April, I wrote that school choice is the highest form of fairness because it rewards positive behavior and aligns the interests of parents, children, and schools. Some disagree, arguing that school choice disadvantages the non-choosers. It is admirable to want to protect the most vulnerable students—the children of parents who do not or cannot engage effectively. But we must not do this at the expense of families who are engaged and do make good decisions for their kids.

As we parents often remind our children, two wrongs don’t make a right.

By encouraging parents to make choices, we also send an important message to students about our values. For the kindergartners at my school, a choice might be as simple as how to share the wooden blocks with a new friend. This simple and safe experience helps them practice the larger and more consequential decisions they will face.

Across the income spectrum, the parents I’ve met are concerned with our failure in both schools and civil society to inculcate critical values in our children. Research affirms the importance of persistence, delaying gratification, and other “gritty” non-academic values. If we ignore parent behaviors in the name of fairness,...

Lisa Hansel

Like pretty much everyone who is passionate about closing the achievement gap, I’m interested in Success Academies. I’ve read Eva Moskowitz’s book, Mission Possible: How the Secrets of the Success Academies Can Work in Any School, and watched the videos that come with it. But I’m still not sure what to think. The extraordinary results might be due to creaming motivated families, or not backfilling after the early grades, or too much test prep. These questions will likely be answered over the next several years.

Still, students are obviously getting a good education in Success Academies. If there were no test prep (or any manipulations of the student body), then I think the test scores would still be impressive, if not extraordinary.

So what are they doing? Charles Sahm’s new article in Education Next provides some answers. Having visited four Success Academies and interviewed staff, supporters, and critics, he presents a richer picture of the schools than previous accounts.

Without detracting from the complex array of supports needed to attain strong results, I think two of Success Academies’...

Mike Huckabee announced his candidacy for president yesterday, becoming the eighth hopeful to do so and the third Republican in two days. The Republican primary is now a six-person race, compared to the Democrats’ two. And Huckabee is the subject of the seventh installment of the Eduwatch 2016 series chronicling candidates’ stances on today’s biggest education issues.

The forty-fourth governor of Arkansas is very familiar with both politics and presidential campaigns. He started his political career in 1993 as the lieutenant governor of Arkansas. He leveled up to governor in 1996, a gig he held until 2007. Dreaming even bigger, he ran for president in 2008. He considered running in 2012, but ultimately didn’t. And here he is in 2016, back in the mix. His long career has brought many opinions on education, some of which have changed significantly. Here are ten:

1. Common Core (2015): “I also oppose Common Core....We must kill Common Core and restore common...

Carly Fiorina announced Monday that she’s running for president, joining five other hopefuls in the race to win the Republican primary. Fiorina, the former CEO of Hewlett Packard, isn’t entirely new to politics. In 2010, she received 42 percent of the vote in an unsuccessful bid to unseat Barbara Boxer, the junior U.S. senator from California.

Fiorina is neither a popular talking head nor a seasoned politician, so her stances on the issues aren’t as publicized as those of her competitors. Nevertheless, she’s been pretty vocal the last few months, and her senatorial run necessitated some opining. So in this sixth installment of the Eduwatch 2016 series chronicling candidates’ views on today’s biggest education issues, here are Fiorina’s positions:

1. Common Core: “I don't think Common Core is a good idea. I don't support it.” January 2015.

2. No Child Left Behind: “No Child Left Behind helped us set high standards for our students, and many of our students have met and exceeded that bar.” August 2010.

3. School choice: “Parents should be given choice, competition, and accountability in the classroom.” February 2015.

4. Non-cognitive skills: “Teaching entrepreneurship, innovation, risk taking, and imagination comes with local control, and we have to maintain this...

Ben Carson announced yesterday that he’s running for president. The retired neurosurgeon has never held political office, but he was the first doctor to successfully separate twins conjoined at the head—so there’s that. He’s also the fifth subject in the Eduwatch 2016 series chronicling candidates’ stances on education.

Since his highly publicized speech at the 2013 National Prayer breakfast, Carson has become a popular figure among conservatives. This has afforded him many opportunities to share his views, and education is one of his favorite issues:

1. The importance of education: “Education is the fundamental principle of what makes America a success. It is the foundation of what truly makes our country ‘the Land of Opportunity.’” May 2015.

2. Common Core: “In recent years, there has been a troubling trend of the U.S. Department of Education increasingly...

Bernie Sanders, the socialist senator from Vermont, declared his candidacy for president last week. He’s also the subject of the fourth installment of the Eduwatch 2016 series chronicling presidential candidates’ stances on education issues.

Sanders talks more about higher education than K–12 schooling. Aside from voting against an anti-Common Core amendment back in March, he hasn’t said anything about the controversial standards. And I couldn’t find any reference to school choice. Nevertheless, he hasn’t been silent:

1. Early childhood education: “We must do away with the archaic notion that education begins at four or five years old. For far too long, our society has undervalued the need for high-quality and widely accessible early childhood education.” February 2014.

2. Standardized testing: “Promote creative learning by doing away with 'fill-in-the-bubble' standardized tests, and instead evaluate students based their understanding of the curriculum and their ability to use it creatively.” May 2015.

3....

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