Additional Topics

  1. Our own Aaron Churchill was on the radio in Columbus yesterday, talking about our new report School Closures and Student Achievement. Big thanks to host Joel Riley for having us. (WTVN-AM, Columbus, 5/7/15)
     
  2. Blast from the past. Former Fordhamite Terry Ryan spoke to statewide public radio this week, discussing the history of charter schools in Ohio. With audio link in case you miss Terry’s dulcet tones. Nice. (StateImpact Ohio, 5/6/15)
     
  3. Fast-forward to today, when editors in Columbus opine (again) in favor of charter law reform in Ohio. Now. (Columbus Dispatch, 5/8/15)
     
  4. Reference is made in that Dispatch op-ed to bills being debated in the Ohio General Assembly on charter school law reform. No less than three bills contain vital elements of reform. On Wednesday, Bellwether Partners’ Andy Smarick testified before a Senate subcommittee on one of those bills. But, honestly, he could have been speaking of them all: “If they can implement the law well and hold their sponsors accountable, evidence from other states suggests this will put Ohio on the right track.” You can check out coverage of all the testimony from that session – which included not only Smarick but also representatives
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  1. Here’s some of the most exciting news to hit Ohio in a while: the Cincinnati Accelerator project. That is, a public-private partnership meant to boost the number of high-quality schools open to Cincinnati's poorest students. Partners include the Cincinnati Business and Cincinnati Regional Business committees, and the Farmer Family, Haile U.S. Bank and KnowledgeWorks foundations. It also involves leaders from Cincinnati Public Schools, the Archdiocese of Cincinnati and local charter schools. Whew! In five years, the goal is to double the number of seats available at high-performing schools in Cincinnati, from about 5,000 to 10,000. And in ten years, 20,000 high-quality seats. We wish them the very best in this endeavor, on behalf of children and families in Cincinnati. It is to be hoped that no further campouts will be required to access these seats. (Cincinnati Enquirer, 5/6/15)
     
  2. Anyone else interested in an update on the status of the so-called “education deregulation” bill currently being heard in the House Education Committee? Me too! And here it is. (Gongwer Ohio, 5/5/15)
     
  3. Since when does a local newspaper care about the minutiae involved in a charter school changing management companies? When the school is in Youngstown and
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  • Michigan Governor Rick Snyder isn’t likely to set any Iowa cornfields flame with his kinda-sorta candidacy for the Republican presidential nomination (though Fordham’s Brandon Wright will be ready to give him the Eduwatch 2016 treatment if and when he throws his hat in). But he’s continuing to bolster an interesting policy profile with his new proposal to divide the Detroit school district, Solomon-like, in two. The system is both a ghastly failure of public education (just 6 percent of its high schoolers are rated proficient in math) and a sinkhole of red ink, and Snyder’s initiative could help clear some of the $2 billion in bond and operating debt off its books. Reformers are already working to reshape the city’s worst-performing schools, and more such innovation might be necessary in the coming years.
  • When we imagine a child plagued by a lack of educational choice and opportunity, it’s probably one living in a city like Detroit. But while the woes of the urban school district can’t be ignored, kids living far from the bright lights might have it just as bad. Of the fifty counties in the United States with the greatest percentages of
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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
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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...

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...

We look at the impact of school closure on students, what an all-choice high school system means, and more

Bad schools rarely die. This was the conclusion of Fordham’s 2010 report Are Bad Schools Immortal?, which discovered that out of two thousand low-performing schools across ten states, only 10 percent actually closed over a five-year period. On reflection, the finding was not too surprising: Shuttering schools nearly always sets off a torrent of political backlash, as authorities in Chicago, Philadelphia, and other urban districts have learned in recent years. And the reasons are understandable: Schools are integral parts of communities. They’re built into families’ routines and expectations, and closing them inevitably causes pain, disruption, and sadness, even when...

Intra-district choice has long been a type of school choice supported by many people who don’t really like school choice. Since neither students nor funding leave their boundaries, district officials have fewer problems allowing families to choose their schools. But intra-district choice is also complicated. A lack of quality information about available schools, the absence of a simple system-wide method of applying to those schools, and the added burden of transportation challenges can bring the potential of intra-district choice to a screeching halt. However, there are school districts that have taken these issues head-on and offered valuable, innovative solutions. Cincinnati...

The education components of Governor Kasich’s proposed budget—and the House's subsequent revisions—made a big splash in Ohio's news outlets. Much of the attention has been devoted to the House’s (unwise) moves to eliminate PARCC funding and their rewrite of Kasich’s funding formula changes. Amidst all this noise, however, are a few other education issues in the House’s revisions that have slipped by largely unnoticed. Let’s examine a few.

Nationally normed vs. criterion-referenced tests

As part of its attempt to get rid of PARCC, the House added text dictating that state assessments “shall be nationally normed,...

How should city-level leaders manage a portfolio of schools? The first thing they should do is take stock of the city’s supply of public schools. A new report from IFF, a nonprofit community development financial institution, provides a helpful look at Cleveland’s public schools, both district and charter. In an effort to uncover those with the highest need for quality seats, the analysis slices the city into thirty neighborhoods based on several variables: schools’ academic performance, facility utilization and physical condition, and commuting patterns. The facility analyses are the major contribution of this work, principally the schools’ utilization rates—the...

In a previous review, my colleagues examined a National Charter School Resource Center (NCSRC) report that analyzed states’ charter policies regarding access to district-owned facilities. In a new report, NCSRC narrows its focus to charter school facilities in California. Golden State charters were asked to complete a survey about their facilities and to allow an on-site measurement; these results were then supplemented by data on school enrollment, student demographics, and funding. The results offer a sobering picture of charter facilities in the state. Charter school facilities are generally smaller than the size recommended by the California Department of Education;...

School closures should never be undertaken lightly, be they district or charter schools. Academic troubles, a fall in enrollment, economic problems, and a myriad of other issues can push the issue to the forefront. Under such times of duress, policymakers and education officials are forced to ask a difficult question: Does closing a school cause more harm than good, especially for students?

Report Co-Author, Stéphane Lavertu

Today, Fordham released a new study called School Closures and Student Achievement that...

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