Flypaper

“Doing more for less” was a mantra for school reformers four or five years ago, when school funding across the country hit its nadir. The Thomas B. Fordham Institute frequently argued in favor of using the economic crisis to do things differently. (See here, here, and here.) Much pain has accompanied the recent tough times. But there are school districts and educators across the county that have managed to turn crisis into opportunity, many of whom I’ve met in my work (with Fordham until 2012, and more recently with Bluum and ROCI in Idaho).

Reynoldsburg, Ohio, offers a good example. The city is about ten miles east of Columbus and serves about seven thousand students. Its school district’s annual budget took a 10 percent hit from 2008 to 2011, while it simultaneously saw a 10 percent increase in economically disadvantaged students (who currently make up about half of all the district’s students). Reynoldsburg also eliminated about 20 percent of its staff between October 2008 and October 2009 (see here for details).

Fast forward to this month: The Wall Street Journal reports that Reynoldsburg is in the midst of an overhaul defined by “a...

Minnesota passed the nation’s first charter school law in 1991, nearly twenty-five years ago. And it’s been fifteen years since we published Charter Schools in Action, which described this educational innovation as a promising path to stronger student achievement and an engine “to recreate the democratic underpinnings of public education and rejoin schools to a vigorous civil society.”

Since 1991, forty-three states and the District of Columbia have allowed for the existence and operation of these independent public schools of choice. Today, some 6,700 of them serve nearly three million students, almost 6 percent of U.S. public school enrollment. They are the fastest-growing school choice option in the country and already educate more than half as many children as attend private schools, which have been around for ages. They are, in fact, as close to a “disruptive innovation” as American K–12 education has ever seen. They have created a new market and an alternative delivery system that affords long-neglected families access to potentially higher-quality schools than they find within the traditional district structure.

Yet for all its promise, impressive growth, and visibility in the public square, the charter movement has ample room to improve. The first quarter-century of chartering has...

In Fordham’s second annual Wonkathon, fourteen wonks opined on education savings accounts:

As Nevada implements its groundbreaking education savings account program, what must it get right in order to provide positive outcomes for kids and taxpayers? Should state authorities stay out of the way? Or are there certain areas that demand oversight and regulation?

But who was the wisest, wonkiest wonk of all? Vote for the best policy discussion on education savings accounts. (And may the best wonk win!)

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...

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