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  1. Here’s a pretty up-to-date status report on standardized testing in Ohio. Sure, parts of the story are given “juice” by the use of some loaded terms (“controversial”, “scrap”, “confusing”, “a mess”), but let’s not quibble over questions of authorial intent. Let’s just be glad of all the attention being paid to testing. For the sake of student achievement, because that’s what all of the interview subjects have as their bottom line interest. Right? (Cincinnati Enquirer, 5/8/15)
  2. As if Patrick O’Donnell’s series on his visit to a Pearson testing facility in Westerville couldn’t get any more interesting, he concluded by answering some specific reader queries on the how’s and why’s of grading standardized tests without a computer. Honestly, the questions folks wanted answered were almost more interesting than the answers themselves. There’s so much to unpack in a question like “How many breaks are they given to get refreshed since each score means so much to each student?”. Still no answer to my puzzler: “What kinds of snacks are provided for said refreshment, since #brainfood?” (Cleveland Plain Dealer, 5/9/15)
  3. Meanwhile, in the oldies-but-goodies department, editors in Columbus opined yesterday on the vital need for students to
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Cohabitation continues between the U.S. Department of Education and the National Institute for Early Education Research (NIEER). And they don't appear to be practicing birth control, because every year brings one or two new joint products. NIEER's hot-off-the-presses report—the tenth in its series of annual "state of preschool" data-and-advocacy scorecards—was again paid for via a multi-year sole-source contract from the National Center for Education Statistics, and was released at an event featuring none other than Arne Duncan.

Nobody is making any effort to conceal this romance (which is just as well if you believe in governmental transparency).

Its progeny, however, all seem to look alike. This report is more of the same: a celebration of various increases in state-funded early childhood programs, strong recommendations for yet more increases, sundry state-by-state comparisons, and individual state profiles. The only difference between it and the most recent one published by the Education Department itself is that NIEER's policy advocacy is naked while the federal versions at least wear diapers.

Aside from the question of whether Uncle Sam should be paying for this, my biggest issue continues to be NIEER's woeful definition of preschool "quality." At least eight of their ten "national...

Rand Paul, the junior U.S. senator from Kentucky, is one of at least six Republicans hoping to be president. He’s officially up against Marco Rubio, Ted Cruz, Mike Huckabee, Ben Carson, and Carly Fiorina—and more likely candidates, like Jeb Bush and Scott Walker, are waiting in the wings. He’s also the subject of the eighth installment of the Eduwatch 2016 series chronicling candidates’ stances on education issues.

Paul, who is both a standing U.S. senator and a practicing ophthalmologist, has been around national politics most of his life. His father Ron was an on-again, off-again congressman between 1976 and 2013, ran for president twice, and first held office when Rand was thirteen years old. So although Rand has only been in office for four years, he isn’t exactly a novice—nor is he treated like one. Here are his views on education:

1. Common...

  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...