School Finance

A new Urban Institute series grades America’s public pension plans on three criteria: whether they place employees on a path to retirement security, create proper incentives to retain a productive workforce, and set aside enough funds to finance the future benefits promised to employees. The authors separate out state-administered retirement plans for several occupations, including teachers, awarding thirty-two teacher plans a C, with the remaining split roughly equally among B’s, D’s, and F’s. There are no A’s, and the F’s include Ohio, Kentucky, and Rhode Island, among others. Upon further inspection, the C grade seems to be awarded so frequently because forty-one teacher plans receive A’s for having a suitable “retirement income for long-term employees” (in other words, the plans are plenty generous for veteran teachers). The grades vary much more—and tend to be much lower—for short-term employees. The analysts also include three research papers that dig into various thorny issues relative to public pension systems, including one that demonstrates how traditional plans discourage work at older ages. They find that in 63 percent of traditional state and local pension plans employees hired at the age of twenty-five maximize their lifetime benefits, net of their own contributions, by fifty-seven years old. Looking at teacher plans only, 53 percent of them reach their maximum benefit by fifty-seven, meaning they actually lose money if they keep working thereafter. Analysts close by reminding us that government retirees often work at new jobs while collecting their pensions—after all, older folks are healthier longer. So...

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The #Kimye edition

After discussing what the research says young North West’s likelihood of educational success are, Mike and Michelle get down to brass tacks on Oklahoma’s possible Common Core repeal, the value of a college degree, and what makes Boston’s charter sector so high quality. Amber grades America’s public pension plans.

Amber's Research Minute

The State of Retirement: Grading America's Public Pension Plans by Richard W. Johnson, Barbara Butrica, Owen Haaga, and Benjamin G. Southgate, (Washington, D.C.: The Urban Institute, 2014).

The F-AIR-Y Conspiracy

After considering whether their support of the Common Core has turned them gay, Mike and Checker get serious, discussing how young teachers are getting the short end of the stick with regard to teacher pensions and why so many low-income students drop out of college. Amber wonders why well-off U.S. students do poorly on internationally benchmarked exams.

Amber's Research Minute

Not just the problem of other people’s children: U.S. student performance in global perspective by Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann, (Program on Education Policy and Governance andEducation Next, May 2014).

There’s been much talk lately about whether college is for everyone. And there’s always much talk about teacher preparation and pay. Let’s combine these issues and look at them through a specific lens: money.

Consider Bob, who just graduated high school and is torn between two career paths. His father is a proud mechanic who wants Bob to learn the skill and join him on the job. His mother is a schoolteacher, and part of him has always wanted to go to college and follow in her footsteps. What should Bob do?

Ignoring all other considerations, let’s see how the financials shake out.

First, let’s clarify our assumptions.[1About half of the country’s 3.8 million teachers hold only a bachelor’s degree, and the policy of providing automatic pay raises for obtaining master’s degrees may be on the way out. Let’s look at the lifetime earnings of public-school teachers with bachelor’s degrees, and let’s compare this figure with that of high school graduates who have never stepped foot inside a college classroom, whom I’ll call “non-college-goers.”

Measures usually define “lifetime earnings” as one’s aggregate earnings between the ages of twenty-five and sixty-four, including pensions. So step one is determining how much people in either situation earn between the start of their working careers and the age of twenty-five. Estimating a median annual salary of...

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Ohio’s urban policymakers are searching for ways to (a) improve their students’ achievement and college-going rates, (b) boost enrollment in their schools, and (c) increase city population—or at least keep people from fleeing. Making progress toward this trifecta of goals is tough-sledding. We at Fordham have documented the struggles of Ohio’s urban schools in our annual report-card analysis, and have observed the massive declines in school enrollment in the state’s “Big 8” urban areas.

A recent Education Next article looks at one college-scholarship program in Kalamazoo, Michigan, a city the size of Canton and with very similar demographics. Established in 2005, these privately funded scholarships allow Kalamazoo’s high-school graduates to attend a Michigan public college or university. The scholarship is worth between 65 to 100 percent of tuition, and scholarship-bearing students are required to maintain a 2.0 grade point average (GPA) while in college.

This aid not only supports college enrollment, but it also is designed to reverse Kalamazoo’s flagging K-12 enrollment and to give the city’s current grade-school students another reason to succeed in their studies. After all, why bother with “college readiness” if it’s unaffordable?

A research study of the program found promising results after its third year (2008). The city’s district enrollment increased, overall and also across both White and African American student groups. Moreover, they found a significant increase in African American students’ GPA and a significant decrease in the number of days suspended for African American and for all students.

The early...

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By now, education observers are aware of New York City mayor Bill de Blasio’s incursion on the Big Apple’s charter sector.

No one should be surprised; this was no ambuscade, no lying in wait. He publicly campaigned against charters. He actually called his predecessor’s policy of allowing charter public schools to share public-school space with district public schools “abhorrent.”

This has been a shame for low-income kids, of course, given NYC’s charters’ superb performance. But it has made for 24-karat media fodder.

Hizzoner has picked a fight with Eva Moskowitz, not only the operator of a network of tremendously successful charters but also one of the toughest pugilists in the city’s notoriously combative political squared-circle. The Democratic mayor is now involved in internecine warfare over charters with the state’s Democratic governor, Andrew Cuomo, who publicly declared, “We will save charter schools.

But de Blasio’s camp hasn’t turned tail; they’ve trickily tergiversated. Despite their words and deeds, the mayor’s camp is claiming he’s not really against chartershis narrative got hijacked. He likes charters just fine!

Former governor Mario Cuomo, Andrew’s father, brilliantly said, “You campaign in poetry. You govern in prose.”

Given the mayor’s attempt at playing both sides, his team might be credited with implying a third part of the equation: “You spin in prevarication.”

Though all of this makes for Broadway-ready pyrotechnics, there is an important and as-of-yet unexplored element of this script....

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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

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