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The K–12 education world brims with debates and dichotomies that get us into all manner of needless quarrels and cul-de-sacs, thus messing up every reform initiative and retarding progress. In every case, both sides are certain that they speak the whole truth; convinced that opposing views are...

Do the characteristics of a school and its neighborhood affect whether prospective teachers apply to teach there? To answer this question, analysts attended three large job fairs for Chicago Public Schools in Summer 2006 and compiled extensive data on the...

The National Association of Charter School Authorizers (NACSA) has emerged as one of the nation’s staunchest proponents of charter-school quality. In November 2012, it launched its ambitious One...

The Adele Dazeem edition

Mike and Dara “Let It Go” with student free speech, Obama’s federal budget request, and Louisiana’s CTE revamp. Amber confirms the obvious: location matters to prospective teachers.

Amber's Research Minute

New Evidence on Teacher Labor Supply,” by Mimi Engel, Brian A. Jacob, and F. Chris Curran, American Educational Research Journal 51(36): pp. 36–72.

Private Schools, Public Vouchers - School Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
OPENING REMARKS
Ellen Belcher - Lead Investigator, Journalist and former editor, Dayton Daily News
 
SCHOOL LEADERS PANELISTS
Karyn Hecker - Principal, Immaculate Conception School, Dayton
Monica Lawson - Admissions Director, St. Martin de Porres High School, Cleveland
Deb O'Shea - Principal, St. Patrick of Heatherdowns School, Toledo
Mike Pecchia - President, Youngstown Christian School
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

The Adele Dazeem edition

Mike and Dara “Let It Go” with student free speech, Obama’s federal budget request, and Louisiana’s CTE revamp. Amber confirms the obvious: location matters to prospective teachers.

Amber's Research Minute

New Evidence on Teacher Labor Supply,” by Mimi Engel, Brian A. Jacob, and F. Chris Curran, American Educational Research Journal 51(36): pp. 36–72.

Private Schools, Public Vouchers - Policy Leaders Panel

Private Schools, Public Vouchers - Policy Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
Policy Leaders Panelists
Sarah Pechan Driver - Senior Director of Programs, School Choice Ohio
Greg Harris - State Director - Ohio StudentsFirst
Larry Keough - Associate Director, Department on Education, Catholic Conference of Ohio
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

Private Schools, Public Vouchers - Policy Leaders Panel

Private Schools, Public Vouchers - Policy Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
Policy Leaders Panelists
Sarah Pechan Driver - Senior Director of Programs, School Choice Ohio
Greg Harris - State Director - Ohio StudentsFirst
Larry Keough - Associate Director, Department on Education, Catholic Conference of Ohio
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

Private Schools, Public Vouchers - School Leaders Panel

Private Schools, Public Vouchers - School Leaders Panel

State-funded voucher programs have stoked political controversy, culture clashes, and pitched court battles. In Ohio, vouchers (aka "scholarships") enable students without access to a good public school--or limited means--to attend a private school. Research has consistently shown that voucher programs benefit the kids who participate: higher achievement, higher odds of graduating high school, and a greater likelihood of attending college.
 
But what do we know about the private schools that educate voucher students? How has school life changed? Can they uphold their distinctive mission, values, and culture--even as they participate in a state-run program? Very little is known.
 
In Fordham's latest research venture, we sought to understand what happens in schools that take voucher students. We enlisted veteran journalist and former Dayton Daily News editorial-page editor Ellen Belcher who visited five private schools across the Buckeye State. The findings of our research will be released in a groundbreaking report Pluck and Tenacity: How five private schools in Ohio have adapted to vouchers.
 
Please join the Thomas B. Fordham Institute, Ellen Belcher, four private-school leaders (including a newly-confirmed principal from Toledo), and education-policy experts to discuss the fascinating findings of this new report and their policy implications.
 
OPENING REMARKS
Ellen Belcher - Lead Investigator, Journalist and former editor, Dayton Daily News
 
SCHOOL LEADERS PANELISTS
Karyn Hecker - Principal, Immaculate Conception School, Dayton
Monica Lawson - Admissions Director, St. Martin de Porres High School, Cleveland
Deb O'Shea - Principal, St. Patrick of Heatherdowns School, Toledo
Mike Pecchia - President, Youngstown Christian School
 
MODERATOR
Chad Aldis - Vice President for Ohio Policy and Advocacy, Thomas B. Fordham Institute

Big changes are on the way for College Board’s SAT college-admission test. The headlines announce that the timed essay will be revamped and become optional, that the scoring scale will return to 1600, and that the test will no longer focus so heavily on “obscure” words (when’s the last time you used “punctilious” in a sentence?). And in an attempt to reduce the power of the test-preparation industry (which some argue has led college-admissions tests to be unequal and unjust), College Board will offer free online test preparation in partnership with the Khan Academy.

On Tuesday, President Obama released his budget request, the theme of which was “equity”: it features a $300 million Race to the Top program aimed at educational equity and a Preschool for All initiative. Conspicuously absent was any funding for the DC Opportunity Scholarship, which was found by the U.S. Department of Education itself to be “highly effective in promoting educational attainment for low-income African Americans.” The president’s budget proposal is simply a proposal, and these ideas will not necessarily see the light of day. (Common Core would probably consider the document to be a work of fiction.) Still, look for the budget to be a rallying cry in the upcoming election cycle.

After announcing that it is “time to end the stigma against career education,” Louisiana superintendent of education John White unveiled ...

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The K–12 education world brims with debates and dichotomies that get us into all manner of needless quarrels and cul-de-sacs, thus messing up every reform initiative and retarding progress. In every case, both sides are certain that they speak the whole truth; convinced that opposing views are misguided, perhaps even evil; and insistent that changes the system needs will go awry unless their side prevails.

These philosophical tug-of-wars lead to paralysis akin to what we witness today in Congress and many legislatures. Of them we ask, “Why can’t you compromise, split the difference, make a deal, take the best of both positions, and get something done?”

The ten education dichotomies outlined below should be seen in similar light: neither side owns the truth—and what would do kids the greatest good is an intelligent middle ground that melds the best of both views.

Skills vs. Knowledge

Back in 1987, in What Do Our 17-Year-Olds Know?, Diane Ravitch and I tackled a pair of overlapping “false dichotomies”: skills vs. content and concepts vs. facts. They were prevalent in the education profession then and remain front and center today—indeed, are highlighted by the challenges of implementing (and assessing) the Common Core State Standards, which at first look skills-centric but which also make clear that success hinges on the deployment of a rich, sequential, content-focused curriculum. Already influenced by the analysis of E.D. Hirsch Jr. and the cognitive science that he had exhaustively mined, Diane and I wrote, “It is neither possible nor desirable...

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The Obama administration has just released its 2015 budget proposal. Here are its most notable K-12 edu-features.

  • It leads with the “Preschool for All” initiative, a significant investment in pre-K. It’s worth noting that this is at the front of the request. Pre-K is popular, and the administration is seizing on it. The budget also discusses an “Opportunity, Growth, and Security Initiative,” which would cut across several departments; some of these resources would be applicable to this pre-K initiative.
  • The budget reflects the growing use of the term “equity” in the K–12 debate with the new Race to the Top “Equity and Opportunity” program, which is designed to help close the achievement gap. It’s relatively small ($300m) compared to previous RTT programs, and it’s not totally clear how it would work. It appears that the administration wants to “leverage” existing programs, and it too will be supplemented by the “Opportunity, Growth, and Security Initiative.” This does, however, continue the RTT brand and is an indication that the administration wanted to show that it listened to the Equity and Excellence Commission.
  • The administration promotes its “most mature” programs: RTT, i3, SIG, TIF, and Promise Neighborhoods. They don’t mention, however, that TIF was created by the Bush administration or that SIG is failing badly. Regardless, four of these five are competitive grant programs (not formula programs), something the administration evidently wants to be remembered for advancing—and for which it deserves credit.
  • The administration still doesn’t understand that it
  • ...
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  • The Cincinnati Enquirer published five op-eds on the Common Core. Chad Aldis argued that the Common Core is the “right thing to do for Ohio schoolchildren.” Mary Ronan, superintendent of Cincinnati Public Schools, was also on point: “Are the new standards good for our students? — my answer and that of most of our teachers is a resounding ‘yes.’”
  • In a cost-saving measure, Columbus City Schools rolled out plans to close seven schools. A boisterous public meeting at East High School drew protests, tears, and pleas to save the schools. We wonder, however, where the outrage was when these very schools received low ratings over the past several years.
  • AP versus dual enrollment takes center stage in Northwest Ohio: Lima High School, Lima Central Catholic, and Memorial High School in St. Mary’s have scrapped their AP courses in favor of dual enrollment, a program whereby high-school students take a college-level course certified by a local college or university.
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“How did we ever lose our way on vocational education? Why did we put it down? Why did we not understand its value?” – Ohio Governor John Kasich, State of the State, February 24, 2014.

As Ohio’s governor rightly remarks, vocational education and the students who participate in it have been second-class citizens for too long. I know that from my own experience attending a Western Pennsylvania high school during the late 1990s, where—permit me to be blunt—our school’s “vo-tech kids” were generally put down, disparaged, and ostracized by other students.

Don’t just take my word for it, however. Surveys call attention to the negative perception of vocational education (a.k.a., “career-and-technical education” or CTE). A study in 2000 found that the “underlying theme” voiced by those in vocational education was the need to “change the perception that CTE offers an inferior curriculum, appropriate only for those students who cannot meet the demands of a college-preparatory program.” Similarly, research for the Nebraska Department of Education in 2010 concluded, “Substantial proportions of Nebraskans believe that CTE students are not respected as students who take more traditional academic courses.”

Marc Tucker of the National Center on Education and the Economy casts some historical light on the demise of vocational education, particularly as it pertains to urban school systems:

Prior to that decade [the 1970s], most medium and large cities had vocational high schools for the trades, many of which were highly regarded selective institutions. . . . But, in...

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