Mike and Brickman talk poor-quality math instruction and the ramifications of this week’s Supreme Court decision on union dues. Mike pitches a new bumper sticker: “Keep NCES boring.” And Amber is psyched about New York’s tenure reforms.
VIDEO: On the Rocketship: Expanding the high-quality charter school movement
July 02, 2014
Richard Whitmire’s forthcoming book, On the Rocketship: How Top Charter Schools are Pushing the Envelope, is “the best account yet of what is happening with charters,” says the Washington Post’s Jay Mathews. But big questions still abound: Can Rocketship and other high-performing schools scale up quickly, a la the “Fibonacci sequence”? Can charters do so without falling into the pitfalls of the past? Will struggling urban areas embrace this form of school choice? And what about smug suburbs?
Join the Fordham Institute for a conversation with Whitmire and a panel of experts about his book, the Rocketship network, and the future of charter schooling.
Last Friday, I laid out policy scenarios that might result from the U.S. Supreme Court decision in Harris v. Quinn. To recap, the case involved plaintiff Pam Harris and other Illinois home-healthcare workers whom public-employee unions had successfully organized (with the help of their allies in the Democratic political establishment). The problem was that Harris and others didn’t want to subsidize the union, didn’t think they were even public employees, and simply wanted to go back to providing healthcare services to their patients, who were often sick family members.
I theorized that the Court would either (a) side with the unions and tell healthcare providers to take it up with the state legislature, (b) side with the healthcare providers but limit the decision to them alone, or (c) extend the decision broadly to say that all public employees needn’t pay union dues or “fair share” payments if they did not want to subsidize the union’s activities. Option “c” is a doomsday scenario for public unions (the unions’ “gravest threat” in the eyes of one commentator) and would effectively prohibit “fair share” payments for workers nationwide.
Why this would cripple the unions isn’t hard to figure out. Last...
A school’s leader matters enormously to its success and that of its students and teachers. But how well are U.S. districts identifying, recruiting, selecting, and placing the best possible candidates in principals’ offices? To what extent do their practices enable them to find and hire great school leaders? To what degree is the principal’s job itself designed to attract outstanding candidates?
In Lacking Leaders: The Challenges of Principal Recruitment, Selection, and Placement, authors Daniela Doyle and Gillian Locke examine five urban school districts that have sought to improve their principal-hiring processes in recent years. They find some strengths—but also plenty of challenges:
The principalship is a high-pressure job in which the school head’s authority is generally not commensurate with his or her responsibility. It’s also a job that does not pay very well. Put these shortcomings together and it’s not surprising that many high-ability individuals are loath to seek such a position.
Recruitment of leadership talent beyond a district’s own boundaries is limited and uneven. Most principals are therefore selected
Michelle and Brickman discuss pausing accountability while states transition to the Common Core, the perils of playing politics with Eva Moskowitz, and Governor Bobby Jindal’s Common Core bluster. Amber schools us on teacher prep.
Andy Smarick and Juliet Square recently published a report arguing that state education agencies, or SEAs, lack the expertise needed to implement today’s education reforms. Federal policymakers expected SEAs to be “compliance examiners,” focused on monitoring districts’ use of federal education funds, they wrote. The authors argue that many of SEAs’ successes are limited to compliance and that SEAs are not capable of meeting the additional demands of educational innovation and reform. In a related blog post by Smarick, he refers to compliance and monitoring as being in the SEA’s “DNA structure.”
If compliance is really in SEAs’ DNA, did the federal government get the gene sequencing wrong?
Today, the Center for American Progress released three reports about the ways in which SEAs work within the current education governance system. The reports identify innovative approaches to changing the genetic code of SEAs given current demands for far-reaching education reforms. We argue that despite barriers, real or perceived, there are more effective ways for states to meet these demands—and that both federal policymakers and state leaders have roles to play.
As education policy researcher Patrick Murphy describes in his report, federal...
Amber and Michelle talk teacher tenure, selective high schools, and the stunning upset of Eric Cantor. Dara takes over the Research Minute with a study on whether vouchers "cherry pick" the best students.
Like many states, Ohio has lately undertaken a slew of ambitious but much-needed K–12 education reforms. In the Buckeye State, these include ratcheting up academic-content standards (e.g., Ohio’s New Learning Standards, which includes the Common Core State Standards for math and English language arts), bringing new assessments online, putting in place new accountability measures, and expanding and ensuring quality school choices for parents and students. Taken together, these changes are significantly changing the ecosystem of Ohio’s public schools.
The spring session of the Ohio General Assembly generated few significant new reforms. But lawmakers pulled off a mostly commendable nip-and-tuck job on those already adopted. They fine-tuned several big reform initiatives in ways that should help schools put them into practice. They also improved accountability for Ohio’s school-choice programs. The Mid-Biennium Review bills (House Bills 483 and 487) now await the signature of Governor Kasich. Here we discuss the most substantive policy issues (save for teacher evaluations, which are discussed in the following piece).
Here follows the tenth entry in Fordham’s “Charter School Policy Wonk-a-Thon,” in which Mike Petrilli challenged a number of prominent scholars, practitioners, and policy analysts to take a stab at explaining why some cities’ charter sectors outpace their district schools while others fall behind.
In a recent column for USA Today, AEI’s Rick Hess and Michael McShane argued that “creeping bureaucratization and regulation are endangering the entire charter school movement.” I’d argue the opposite: the real danger to the charter movement is lack of effective regulatory enforcement.
In their column, Hess and McShane put the best possible face on charter successes:
Objective analysis has also found charter schools to be successful, particularly with students from low income backgrounds. In 2013, researchers at Stanford University studied charter schools in twenty-seven states and found that, on average, students in charter schools outperform traditional public school students in reading and do about the same in math. Students below the poverty line and African American students were both found to fare better in charter than in public schools when their standardized test scores were disaggregated.
Certainly there have been sector-wide improvements since 2009, when the Center for Research on Education Outcomes...