High Achievers

This is Jurassic Park

Mike and Dara go beyond the Triassic in this week’s podcast, discussing a pre-K tax on tobacco, the new NGSS, and Texas’s two-step on graduation standards. Amber gets competitive with a discussion of school choice in Milwaukee.

Amber's Research Minute

Principals’ perceptions of competition for students in Milwaukee schools,” by Susanna Loeb and Matthew Kasman, Education Finance and Policy 8 (1): 43-73

GadflyThe Obama administration’s budget proposal was late to the party and is mostly a big yawn—at least when it comes to K–12 education. The big-ticket items, such as they are: level-funding for Title I and IDEA; new efforts to promote STEM education and tweak American high schools; and a Race to the Top for higher education. The real firepower is reserved for the President’s well-designed Pre-K plan, which would be the biggest federal expansion into early childhood since the creation of Head Start, to be financed by a huge increase in cigarette taxes. Were it not for Congressional realities, it might even be something to get excited about.

After changing part of the exam it uses to determine which four-year-olds are eligible for the coveted gifted-and-talented slots in its public schools, New York City has (very slightly) reduced the number of children who qualify. Yet most of the high scorers still came from the city’s richer areas—a problem, given that they altered the test precisely in order to combat the influence of income-related factors, such as test-prep programs. And (at the risk of sounding like a broken record) there still aren’t enough suitable options for gifted children.

Researchers from Yale, MIT, USC, and Stanford, with a little pocket change (i.e., a $10 million grant) from the National Science Foundation, are experimentally placing...

The World is Phat

Mike and Kathleen bust some podcast moves, taking on Thomas Friedman over “innovation education,” revamped teacher-evaluation systems whose results look suspiciously last season, and the Atlanta test-fraud scandal. Amber is the mayor of mayoral control.

Amber's Research Minute

Mayoral Governance and Student Achievement: How Mayor-Led Districts Are Improving School and Student Performance by Kenneth K. Wong and Francis X. Shen (Washington, D.C.: Center for American Progress, March 2013).

The characteristics and number of students who take an exam—especially a voluntary one such as the AP exams—are surely important. This week’s blog How do Ohio’s AP scores stack up? showed that Indiana’s AP scores were noticeably below their Midwestern peers, including the Buckeye State. Ohio’s AP scores were, on average, quite competitive with its peer states and well above Indiana’s.

One plausible theory for Indiana’s dismal AP scores is that a greater proportion of its high school students take the AP exams. This may indicate that more lower-achieving students—students who are less likely to score well on AP exams—may be taking AP exams in Indiana compared to other Midwestern states.

To probe whether this theory holds water, I calculate the percentage of junior and seniors who take the AP exams for Illinois, Indiana, Michigan, Ohio, and Pennsylvania. The charts below show the percentage of juniors and seniors who took at least one AP exam in spring 2012. The table at the end of the post reports the number of public and nonpublic school students in each class as well as the number of test-takers.

Indiana and Illinois lead, Ohio lags – Percentage of juniors and seniors taking at least one AP exam, public and nonpublic students, selected states, 2011-12

Sources: Illinois State Board of Education; Indiana Department of Education; Michigan Department of Education, public and nonpublic enrollment;  Ohio Department of Education;...

In Ohio, there were 368 charter schools open during the 2011-12 school year. Of these charter schools, there were 26 e-schools, 87 drop-out recovery schools, and 35 special education charter schools. And, there was one charter school dedicated to serving gifted students.

Menlo Park Academy, located in Southwest Cleveland, is the Buckeye State’s lone public charter school for the gifted. The school has consistently earned strong academic marks from the state, rated “Excellent” (A) for the past three school years. Menlo Park enrolls over 300 K-8 students, who come from forty plus school districts. The student body is nearly entirely White and Asian (over 90 percent).

Yesterday, at the invitation of school director Mrs. Paige Baublitz-Watkins, Checker Finn presented findings from Fordham’s 2011 study Do High Flyers Maintain Their Altitude? and fielded questions about gifted education from a group of Menlo Park parents and educators. In the High Flyers report, Fordham found that nearly half of America’s top-shelf students “lose altitude”—failing to remain at or above the ninetieth percentile in test scores—from third to eighth grade.

From left to right: Assistant School Director Jim Kennedy, Board Member Michael Love, School Director Paige Baublitz-Watkins, Fordham President Checker Finn

Can opening more schools such as Menlo Park provide an antidote to the declining opportunities that Ohio’s gifted students have to reach their full potential? It very well could. But, of course, it will require...

The All-Girl Edition

Dara and Kathleen put on their thinking caps to discuss Common Core implementation, ability grouping, and pre-K absenteeism. Amber joins in for some March Madness dishing—and some tough love for eighth-grade Algebra.

Amber's Research Minute

The 2013 Brown Center Report on American Education: How Well Are American Students Learning? by Tom Loveless (Washington, DC: Brookings Institution, March 2013)

The Advanced Placement (AP) exams have become an iconic institution in American high school education. Administered by the College Board since 1955, the AP courses and accompanying exams have given precocious high-school students the opportunity to take college-level courses and earn college credit. In spring 2012, over 2 million students in the U.S. took at least one of the thirty-four exams offered by the College Board. In Ohio alone, over 53,000 high-school students took an AP exam in 2012, more than double the number of students in 2000 and nearly five times the number of students in 1990.

As a growing program, in Ohio and nationally, AP scores should provide an increasingly accurate picture of the college-readiness of high school students, while also providing a comparison to their peers in other states. So how are students in Ohio measuring up to their counterparts in other states?

Consider the chart below, which shows the 2012 average scores for AP Biology, U.S. History, Calculus AB, and English Literature. Of the AP exam offerings, these four exams are among the most popular exams—both nationally and within each of these states. The results for Ohio, Pennsylvania, Michigan, Illinois, Indiana, and the United States are displayed. AP exams are scored on a scale of one to five, five being the highest score possible. A score of three or higher is generally considered sufficient to receive college credit (though, university policies on granting AP credit vary considerably).

Chart 1: Ohio’s AP scores mostly above...

White smoke over Fordham

Wondering what Congress should be doing about pre-K, why Boston has switched to a new school-assignment system, or why an Alabama judge doesn’t seem to care about the separation of powers? Mike and Daniela are, too! Amber talks tenure reform—and Mike has a great new show to pitch Donald Trump.

Amber's Research Minute

Do First Impressions Matter?Improvement in Early Career Teacher Effectiveness” by Allison Atteberry, Susanna Loeb, and James Wyckoff (Washington, D.C.: National Center for Analysis of Longitudinal Data in Education Research, February 2013)

Education Next

In this edition of the Ed Next Book Club podcast, Mike Petrilli sits down with Tony Wagner to discuss his new book, Creating Innovators.

Business leaders, pundits, and politicians all seem to agree: America needs to get much better at nurturing innovation if we are to rebuild our economy, expand opportunity, and win a secure future for our children. But what exactly is innovation? And more importantly, how can parents and educators develop it in our young people? What can we learn from young adults of the Millennial generation who themselves are highly successful innovators and entrepreneurs? And what does all of this imply for education policy?

To answer these questions and more, Tony Wagner, the author of The Global Achievement Gap, and the first innovation education fellow at the Technology and Entrepreneurship Center at Harvard University, interviewed more than 150 people. The result is his acclaimed and commercially successful recent book, Creating Innovators: The Making of Young People Who Will Change the World. In today’s edition of the Education Next Book Club, we speak with Tony about his book, innovation, and how schools across the world can help to light the spark of innovation within their students.

To listen to this podcast, click here.

Additional installments of the Ed Next Book Club podcast can be heard here....

The Letdown Edition

Mike and Dara talk about Louisiana’s ed-reform disappointment, anticipate the effect of big money in L.A. (or not), and plan for the Snowquester that wasn’t. Amber puts her teacher hat back on with a study on student ability grouping.

Amber's Research Minute

Does Sorting Students Improve Scores? An Analysis of Class Composition,” by Courtney A. Collins and Li Gan, NBER Working Paper Series (Cambridge, MA: National Bureau of Economic Research, February 2013)

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