School Finance

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

Dara and the Following

Dara’s taste in TV shows is questionable, but her ed-policy knowledge is not. She and Michelle dish on Common Core implementation, student-data privacy, and marketing in schools. Amber gets pensive about pensions.

Amber's Research Minute

Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers? by Cory Koedel, Shawn Ni, Michael Podgursky, and P. Brett Xiang, (Kansas City, MO: Ewing Marion Kauffman Foundation, February 2014).

Yesterday, I jokingly tweeted that since today would be a snowy Friday before a holiday weekend, the U.S. Department of Education would probably release SIG data. (They’ve executed numerous SIG-related “Friday afternoon trash dumps” in an attempt to minimize the field’s attention to this failed—and massively expensive—program.)

Turns out my joke wasn’t funny at all. 

They’ve done it again.

As you might remember, several months ago, the Department released second-year results, meaning two years of data from cohort-one SIG schools and one year of data from cohort-two schools. But they had to retract the data because of mistakes made by a contractor.

So today, they’ve released the corrected information.

On a Friday afternoon.

Before a holiday weekend.

I’ve belabored the fiasco that is SIG, so I won’t pile on today. I just hope someone, someone, in the Department is saying, “If we find ourselves continually dumping bad SIG news, shouldn’t we just admit we messed up and ask Congress to end this program?”

Here’s what you need to know.

  • When the program launched, we were told that this now-$6 billion program would produce “dramatic” improvements in our most troubled schools. The Secretary talked of “transformation not tinkering.”
  • The most persistently low-performing schools in American got several million dollars, on average, and yet a third of them got worse.
  • On average, schools with two years of funding and interventions under their belts saw a three percentage point gain in reading proficiency—just about the same gain as all
  • ...

While presenting his 2014–15 budget for New York State, Governor Andrew Cuomo outlined his education priorities, proposing (among other things) a $1.5 billion pre-Kindergarten expansion to be funded—without a tax increase (as per his repeated pledges to reduce taxes). That didn’t satisfy New York City’s new super-liberal mayor Bill de Blasio, who said “no dice”; he too wants to expand pre-school, but insists on doing so by raising taxes on the wealthy (as per his own campaign promise). It’s all about the kids, right?

In Texas, opening statements were made on Tuesday in the latest court case over whether the Lone Star State adequately funds its public schools. If this sounds familiar, you’re not crazy: in February 2013, Judge John Dietz ruled that Texas was not spending enough to provide the “general diffusion of knowledge” that it is constitutionally compelled to do, leading the legislature to increase K–12 public-school spending by $3.4 billion, which obviously doesn’t mean the issue was resolved.

A similar case is underway in Kansas, where activists have pressed the state Supreme Court to require the legislature to drop $500 million more per year on schools (in 2005, the Kansas Supreme Court ruled in a similar challenge that the state aid needed to increase, which it did, but which has not led to increased test scores in the state). Money alone won’t improve our schools—but smart budgeting...

Wednesday marked the fiftieth anniversary of President Lyndon B. Johnson’s declaration of the “War on Poverty.” To mark the milestone, National Review Online published an online symposium with a variety of conservative views about that War’s success and failures—and how best to fight a new War on Poverty going forward. Here are three contributions—by Fordham’s Chester E. Finn, Jr., and Michael J. Petrilli, and the Center of the American Experiment’s Mitchell B. Pearlstein—that focus on education’s role in alleviating poverty.

The "war on poverty" and me

By Chester E. Finn, Jr.

Forgive an aging education-reformer’s reminiscences, but LBJ’s declaration...

Cities and states faced with rising pension costs have begun to search for the most effective way to balance retirement promises made to workers with the need for fiscal sustainability and employer flexibility. Most prominently, a federal judge ruled last month that the city of Detroit could declare bankruptcy, opening the door for it to cancel or revise contracts such as those for retiree pensions. In Illinois, another state with a constitutional protection for government-worker pensions, the governor recently signed legislation that would raise the retirement age for mid-career workers and reduce cost-of-living adjustments for all workers who have...

Earlier this week, AFT president Randi Weingarten came out against the use of value-added measures in teacher evaluations, citing recent VAM shortcomings in D.C. and Pittsburgh and launching the catchy slogan, “VAM is a sham.” VAM certainly is not perfect. But as Dara Zeehandelaar reminds us in this week’s Education Gadfly Show, teachers decades ago were concerned about being capriciously fired by principals who didn’t like them, which in turn led to the movement for a more structured and quantifiable teacher-evaluation system. Does Randi want to go back to favoritism? Or simply no accountability at all?

In a fascinating...

A new survey from the Friedman Foundation for Educational Choice delivers a thorough look at how the public views an array of school-choice issues. The results could surprise even some seasoned policymakers and wonks. After a useful literature review summarizing decades of opinion research on school choice, the author digs into the results of his nationally representative survey: First, respondents were asked whether they support or oppose various forms of school choice, and he found greater public enthusiasm for tax credits and...

This year, Education Week’s Quality Counts report tells a story of districts facing formidable pressures, both external (such as budgetary and performance woes) and internal (demographic shifts), as well as a maturing market of expanded school options—and how this competitive environment is leading to governance change. Ed Week overhauled its long-running State of the States comparisons, paring its sets of indicators down to three: the (still-questionable) Chance-for-Success Index; the K–12 Achievement Index; and school finance. (No longer do they include standards, assessment, and accountability; the teaching profession; or transitions and alignment.) For the rundown of states at the top...

Nearly three decades ago, 320 students below the age of thirteen took the SAT math or verbal test and placed in the top 1 in 10,000 for their math- or verbal-reasoning ability (some called them “scary smart”). This article details a twenty-year follow up that analyzes their accomplishments by age 38, with the purpose of determining whether they went on to make outstanding contributions to society. And no surprise, they did. Of the total, 63 percent held advanced degrees, 44 percent of which were doctorates—that’s compared to barely 2 percent of the general population who hold PhDs. These students...

Invigorated by the weather, Mike and Dara give cold shoulders to anti-Common Core strategists, California’s constitution, and Randi Weingarten’s “VAM sham.” Amber gets gifted.

Dara Zeehandelaar, author of The Big Squeeze: Retirement Costs and School District Budgets, explains teachers pensions and the difference between defined benefits and defined contribution plans that states offer teachers.

Chad Aldeman

Cities and states faced with rising pension costs have begun to search for the most effective way to balance retirement promises made to workers with the need for fiscal sustainability and employer flexibility. Most prominently, a federal judge ruled last month that the city of Detroit could declare bankruptcy, opening the door for it to cancel or revise contracts such as those for retiree pensions. In Illinois, another state with a constitutional protection for government-worker pensions, the governor recently signed legislation that would raise the retirement age for mid-career workers and reduce cost-of-living adjustments for all workers who have not yet retired. Unions there immediately challenged the constitutionality of the legislation.

Another battle is playing out in California. In June 2012, San Jose mayor Chuck Reed convinced a seventy-to-thirty majority of his city’s voters to endorse changes to pension and retiree health care plans for city workers. The municipal unions filed a lawsuit the next day, and in late December 2013 a judge ruled that the pension changes violated the state constitution. Under what’s known as the “California Rule,” the Golden State’s constitution protects the right of workers, from their first day on the job, to accrue future benefits. (A dozen other states also use the California Rule as the legal protection for government pensions.) In other words, if a teacher is hired on January 1, 2014, her pension-benefit formula can never go down for the rest of her working career and into retirement, even if, for example,...

Earlier this week, the New York Times featured an editorial on gifted education, noting that even our best students were in the middle of the pack in the recent PISA results. (Mike Petrilli pointed this out two weeks earlier.) The Times went on to discuss how our younger students generally fare better on global tests than our older students, indicative of our failure to nurture high flyers as they progress in education, and made four recommendations for improving gifted education: increasing government funding, expanding accelerated learning (including the possibility of online and video learning in rural areas), early college admission, and psychological coaching (citing research that suggests gifted kids should receive mentorship in order to learn how to handle stress, setbacks, and criticism). Stay tuned for additional lessons on how our international peers educate their high-ability youngsters.

Large school districts in California worry that they will lose out on state funding because of a new rule about verifying students’ poverty status. Part of California’s revamped school-funding system significantly weighted by income, this particular rule requires parents to turn in documentation on their own income status that the district then compiles. The problem is, parents seem reluctant to divulge such personal information or are confused about the paperwork.

The Louisiana legislative auditor this week said the state’s voucher program has too few quality controls. Namely, auditor Daryl Purpera said the legislature should ensure...

For a decade, the nonprofit Institute for Innovation in Public Choice (IIPSC) has helped the cities of New York, Boston, Denver, and New Orleans bring order to the Wild West of school choice, using the one-two punch of economic theory and custom software. To match students with seats in public schools—either district or charter—the IIPSC builds algorithms that employ three kinds of data: the schools that families want their kids to attend, the number of available seats in every grade at each school, and each schools’ admissions rules. Newly flush with a $1.2 million grant from the Dell Foundation, the IIPSC plans to expand into Philadelphia, Washington, and possibly Detroit. Hat tip!

On Tuesday, the U.S. Department of Education released proposed priorities for a new competitive grant program for charter school support organizations, to come from the annual “national activities fund.” These priorities highlight what the Department deems to be the “key policy issues facing charter schools on a national scale,” and they include gaining efficiency through economies of scale, improving accountability, providing quality education to students with disabilities an English language learners, and supporting personalized technology-enabled learning. While these are important policies at the surface level, it is unclear what the long-term implications and unintended consequences may be of focusing grant making solely on the bigger charter entities and whether smaller, unaffiliated charter schools will realize any benefits.

On Wednesday, President Obama delivered a big speech on inequality, in which he brought up...

America’s approach to the education of children with disabilities is antiquated, costly, and ineffective. “Special education” as we know it is broken—and repainting the surface won’t repair it. It cries out for a radical overhaul. Far too many children emerge from our special-ed system without the skills, knowledge, and competencies that they need for a successful life that fully capitalizes on their abilities. This ineffectual system is also very, very expensive. Yet for a host of reasons—inertia, timidity, political gridlock, fear of litigation, fear of interest groups, ignorance, lack of imagination, and so on—neither our education leaders nor our policy leaders have shown any inclination to modernize it. Instead, they settle for “paint jobs”—waivers and the like.

Federal policy is responsible for much of this failure. Even though the education world has changed around it—as have technology, mobility, fiscal conditions, demographics, and so much more—it remains essentially stuck where it was in 1975 when the first major national law in this realm (now known as the Individuals With Disabilities Education Act or IDEA) was passed.

It was much needed at the time. Many children with disabilities (in those days they were called “handicapped”) had been denied education or given versions of it wholly unsuited to their needs and unlikely to do them much good. Some adults believed that such kids could not learn. Schools in many cases did not know how to educate them well. And few states or districts had focused on the problem.

So Congress did—and President Ford...

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