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Now Look What You’ve Done

Mike and Michelle acknowledge that school board members, for better and sometimes worse, affect student outcomes in their districts. But they don’t have to accept the misleading headlines on Indiana’s standards debacle (a case study in the hazards of politicization if there ever was one), nor must they wholeheartedly back Arizona’s ESA program. Amber wonders if high-flyers maintain their altitude—and has déjà vu all over again.

Amber's Research Minute

The Icarus Syndrome: Why Do Some High Flyers Soar While Others Fall?” by Eric Parsons, Working Paper, July 2013.

In an Education Week commentary essay about school boards in 2009, I wrote, “[M]y sense of things, after two stints on my local school board…is that school boards have been overtaken by the ‘educatocracy,’ by powerful trade unions, certified specialists, certification agencies, state and federal rule-makers and legislators, grants with strings, billion-dollar-contractor lobbyists, textbook mega-companies, professional associations, and lawyers—the list could go on.”

I am quite gleeful, therefore, that the new report from Fordham entitled Does School Board Leadership Matter? asks most of the right questions about school boards—and provides some very interesting and helpful answers for progress moving forward.

Complaints about school boards are legion—and well known—and they carry on. A few titles in the new report’s endnotes spell it out: “School Boards: A Troubled American Institution” (by Jacqueline Danzberger), School Boards in America: A Flawed Exercise in Democracy (by Gene Maeroff), and Beseiged: School Boards and the Future of American Politics (William Howell). The dates of these publications range from 1992 to 2010. And, of course, Checker Finn beat them all, suggesting in a 1991 Education Week commentary that we should probably “declare local boards and superintendents to be archaic in the 1990s, living fossils of an earlier age…. Local school boards are not just superfluous. They are also dysfunctional.”

“Under these circumstances,” I wrote in my 2009 Ed Week commentary, “it doesn’t surprise me that many people think school boards are irrelevant. They are. Boards do a lot of moving the chairs around on...

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Peter Cunningham

In a provocative piece in Slate recently, Fordham’s executive vice president Mike Petrilli asked why Euro-style tracking isn’t a better strategy for high-school students who are significantly below grade level. Here’s one response.

I do some work with a nonprofit organization in Chicago called Manufacturing Renaissance, which trains high-school students and ex-offenders for manufacturing jobs in the area. Austin Polytech Academy (APA) was founded in 2007 as a small high school to replace a larger underperforming school. Of the student body, 95 percent are low income, 13 percent are homeless, and 30 percent have diagnosed learning needs. The school’s graduation rate is 60 percent, and the average ACT score is just 14.5 on a scale of 36, well below the level deemed “college ready.” The students are precisely the ones who would be tracked toward career programs in a European-style education system.

APA is also surrounded by hundreds of small and medium-sized manufacturing companies desperately in need of trained workers to replace an aging workforce. By some estimates, there are 20,000 unfilled manufacturing jobs in the Chicago region alone and 600,000 nationwide.

To meet this need, APA began offering a career-education program that offers students work-ready credentials from the National Institute of Metalworking Skills (NIMS). To date, more than 150 APA graduates have earned more than 250 work-ready NIMS credentials. More than half of the students get paid work experience while in high school, and about two-dozen APA graduates have gotten jobs upon graduation. Starting wages are between...

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Every state in America would benefit from something like this—an honest appraisal of the present condition of its K–12 education combined with a bold, even arresting vision of how it should change over the next two decades.

The Massachusetts Business Alliance for Education was born in response to A Nation at Risk and, with a foreword-looking 1991 report, pointed the way toward the Bay State's much-praised education-reform act two years later.

What happened thereafter is widely known: with an entire suite of reforms in place (centered, I believe, on strong academic standards, a steadfast high-stakes assessment system, more rigorous requirements for teachers, and one of the country's better—though small—charter-school programs), the “Massachusetts Miracle” propelled that state to a level of educational performance that rivaled leading nations elsewhere on the globe.

The past few years, however, have seen some stagnation and backsliding on the ed-reform front in the Bay State, and the MBAE recognized that the time has come for a new kick in the pants. So they engaged Sir Michael Barber and his Brightlines colleague Simon Day to prepare a status report and road map to the future.

The result is now out, all 120 pages of it, and even a jaded report reader might fairly term it thrilling. It acknowledges the stagnation problem and depicts six gaps as the main challenges facing Massachusetts. To wit, the employability gap (a.k.a. the dearth of needed...

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There’s a lot of talk about accountability in education today; schools are held accountable, teachers are increasingly held accountable. But what about education PR firms?

Consider the “case of the bad apples.” Last week, the Discipline Disparities Research-to-Practice Collaborative, a twenty-six-person group based at Indiana University, released a research briefing that summarized sixteen studies presented at a recent conference. The quality of the briefing was basically fine, but the press release that went with it jumped the shark. (See it here.) News outlets such as Politico Pro and the Huffington Post then picked up its content.

The press release boldly states, “There is no evidence to support the premise that ‘bad kids’ should be removed from the classroom in order to ensure that ‘good kids’ can learn.”

This caught our attention at Fordham, for not only does this claim fly in the face of common sense (and every teachers’ experience, ever), it simply isn’t true. As Education Next pointed out, a quick look surfaces these two studies demonstrating the opposite. And they are surely the tip of the iceberg.

The mystery is why the press release made this claim in the first place (beyond the obvious answer: to throw some click-bait to reporters). The report is about racial disparities in school discipline, not about the impact of suspensions on the peers of disruptive students. So what happened? The sixteen-page research briefing does briefly mention the issue:

Schools that reduce...

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Encouraging integrated schools in the District of Columbia?

Encouraging integrated schools in the District of Columbia?

A discussion on the merits and pitfalls of "controlled choice"
 
 
"Parents would express preferences among a cluster of schools, and an algorithm would make matches by balancing personal preferences with the shared civic goal of maximizing socioeconomic integration."
 
That's how controlled-choice zones would work in Washington, D.C., as suggested by Sam Chaltain, Richard Kahlenberg, and Michael Petrilli in a recent Washington Post op-ed. Why try such a policy in our nation's capital? Many believe in the value of integrated schools and communities as tools for teaching tolerance, encouraging critical thinking, and strengthening our democracy. Some research shows that children of different socioeconomic backgrounds benefit from learning together.
 
But others argue that "controlled choice" isn't all that different from the "forced busing" of yesteryear, in that it restricts families' education options and imposes a top-down, government-run social-engineering scheme on school assignment policies. Some worry that it might also impede the economic revitalization of the city.
 
Join the Thomas B. Fordham Institute and The Century Foundation for a lively debate on the merits and pitfalls of controlled choice.

Encouraging integrated schools in the District of Columbia?

Encouraging integrated schools in the District of Columbia?

A discussion on the merits and pitfalls of "controlled choice"
 
 
"Parents would express preferences among a cluster of schools, and an algorithm would make matches by balancing personal preferences with the shared civic goal of maximizing socioeconomic integration."
 
That's how controlled-choice zones would work in Washington, D.C., as suggested by Sam Chaltain, Richard Kahlenberg, and Michael Petrilli in a recent Washington Post op-ed. Why try such a policy in our nation's capital? Many believe in the value of integrated schools and communities as tools for teaching tolerance, encouraging critical thinking, and strengthening our democracy. Some research shows that children of different socioeconomic backgrounds benefit from learning together.
 
But others argue that "controlled choice" isn't all that different from the "forced busing" of yesteryear, in that it restricts families' education options and imposes a top-down, government-run social-engineering scheme on school assignment policies. Some worry that it might also impede the economic revitalization of the city.
 
Join the Thomas B. Fordham Institute and The Century Foundation for a lively debate on the merits and pitfalls of controlled choice.
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As followers of the Common Core debate know all too well, when it comes to the veracity of publishers’ claims of “Common Core alignment,” the most we supporters have been able to offer in the way of advice is: “...

Fordham goes mad for March Madness

Mike and Brickman consider whether “college for all” is the right goal, whether a competitive assessment marketplace will be good for Common Core implementation in the long run, and whether Wyoming is better off without the Next Generation Science Standards. Amber drops a line about online learning.

Amber's Research Minute

"The Relative Benefits of Live versus Online Delivery: Evidence from Virtual Algebra I in North Carolina," by Jennifer Heissel, Working Paper, Association for Education Finance and Policy. (Please email us for the link: ptatz@edexcellence.net.)

Digital Learning: The Future of Schooling? Session 1

Join us for this important, nonpartisan event about digital learning and where it will take education in Ohio -- and the nation -- in the years to come. National and state-based education experts and policymakers will debate and discuss digital learning in the context of the Common Core academic standards initiatives, teacher evaluations and school accountability, governance challenges and opportunities, and school funding and spending.

2014 Brown Center Report on American Education: How Well Are American Students Learning?Since 2000, the Brown Center has released an annual report taking on three important issues in education policy. In this thirteenth installment, author Tom Loveless presents analysis on the PISA-Shanghai controversy (in brief: by failing to take Shanghai’s Hukou laws into account, the test significantly overstates the city’s performance), Common Core implementation to date (Loveless finds that early-adopter states are showing bigger gains on NAEP, though we believe that it is far too early to draw conclusions), and homework in American schools (an update of a 2003 report on the same topic). The homework issue is particularly thorny, as anti-homework crusades—while in and out of the media spotlight—have maintained for the last decade that kids are being buried in piles of burdensome and ineffective homework. To discover if this is true, Loveless employs three methods. First, he looks at NAEP data from 1984–2012—specifically, at a survey question that asks nine-, thirteen-, and seventeen-year-olds how much time they spent on homework the day before. He found that the homework load has remained stable since 1984 (except among nine-year-olds, more of whom are doing some homework than were before) and that only a small percentage of students report more than two hours of homework per night (5–6 percent for age 9, 6–10 percent for...

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The Common Core drama continues in Florida: after much coquetry, the Sunshine State has officially opted to abandon PARCC in favor of commissioning a new exam aligned to its new (Common Core-heavy) state standards. The contract went to American Institutes for Research (AIR), beating out overtures from the likes of ACT, Pearson, and McGraw-Hill. We’re all for a competitive assessment marketplace, but we’re also skeptical that anyone but PARCC and Smarter Balanced has had the time and resources to develop a truly Common Core-aligned test.

In an amendment to the state’s education budget, Wyoming became the first state to officially block adoption of the Next Generation Science Standards—ostensibly because the NGSS teach climate change. In our state-by-state analysis of the NGSS, we found that these new “national”  standards for science are not superior to enough states’ existing science standards to warrant full-throated support. However, they are certainly of higher quality than Wyoming’s existing science standards. The Cowboy State is shooting itself in the foot. (If they don’t like NGSS, they should Xerox California’s or D.C.’s science standards.)...

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