Flypaper

A recent report from Education Northwest extends previous research by the same lead researcher, drilling down into the same dataset in order to fine-tune the original findings. That earlier study (June 2016) intended to test whether incoming University of Alaska freshmen were incorrectly placed in remedial courses when they were actually able to complete credit-bearing courses. It found that high school GPA was a stronger predictor of success in credit-bearing college courses in English language arts and math than college admissions test scores. The follow-up study deepens this examination by breaking down the results for students from urban versus rural high schools, and for students who delay entry into college.

In general, the latest study’s findings were the same. Except for the students who delayed college entry, GPA was generally found to be a better predictor of success in college coursework than were standardized test scores. It stands to reason that admissions test scores would better represent the current abilities of students who delayed entry into college (call it the final “summer slide” of one’s high school career), and indeed the previous study showed that students who delayed entry were several times more likely to be placed...

Last year as he was preparing to open a new middle school in Rhode Island, Osvaldo Jose Martí worked as an administrator, first at Blackstone Valley Prep’s existing middle school and then at one of their elementary schools. When the fourth graders there made the move up to middle school, it would be to Martí’s new school. The goal of embedding Martí in the elementary school from January until June: to ensure that both he and the fourth-graders who would become his inaugural class would be equally steeped in the culture of this young start-up charter network.

One moment stands out in Martí’s mind as a vivid reminder of the urgency of the work.

“On this particular day, I had spent the morning doing instructional rounds, popping into classrooms, and providing feedback to our teachers,” he wrote later. “As I walked the halls I came upon a teacher with a second-grade scholar who was walking to their classroom.”

“In three years, Mr. Martí will be your principal just like Ms. Colarusso is now,” the teacher told the boy.

“Full of innocence, the scholar looked at me and said, ‘Wait, how can you be a principal? You’re black,’” Martí,...

While ersatz “credit recovery” and grade inflation devalue the high school diploma by boosting graduation rates even as NAEP, PISA, PARCC, SAT, and sundry other measures show that no true gains are being made in student achievement, forces are at work to do essentially the same thing to the college diploma.

Observe the new move by CalState to do away with “remediation” upon entry to its institutions and instead to confer degree credit for what used to be the kinds of high-school-level content and skills that one had to master before gaining access to “credit-bearing” college courses.

The new term for these bridge classes for entering college students is “corequisite” and California isn’t the only place that’s using them. One study at CUNY—dealing with community colleges, not four-year institutions—says greater success was achieved when ill-prepared students were placed in “regular” college classes but given “extra support” than when they were shunted into “remediation.” Perhaps so. Perhaps placement tests aren’t the best way to determine who is actually prepared to succeed in “college level” work. But that’s not the same as saying—as CalState seems to be saying—that anyone emerging from high school, regardless of what they did or didn’t...

Editor’s note: In addition to his roles at Fordham, the author is Vice President of the Maryland State Board of Education. The views expressed here, however, are his alone.  

Maryland prides itself on having high-performing public schools, but the truth is that its primary-secondary education system is failing to prepare far too many children for what follows. On the most recent (2015) National Assessment of Educational Progress, for example, barely one third of the state’s eighth graders were “proficient” or “advanced” in either math or reading. Among African-American youngsters, that key benchmark was reached by fewer than one in five.

Yet lawmakers are on the verge of undermining the best chance the state has had in ages to do something forceful about the schools that have allowed this sad situation to endure. They’re about to prevent the State Board of Education from installing a new school-accountability system that prioritizes pupil achievement and student success, as well as true transparency by which parents can easily tell whether their child’s school is succeeding or failing. Instead, House Bill 978 and Senate Bill 871, now speeding toward enactment, sharply limit the extent to which learning counts, restrict the use of achievement data,...

“Son. As a boy growing up in Jamaica, I learnt to be a mon. I was a mon, full-stop. It wasn’t until I came to this country that I realized I was a black man.”

Speaking in the patois of his beloved Caribbean nation, my now deceased father Vincent would often share with me some of the struggles he experienced emigrating to America. He described what it was like to grow up in an island country where success or failure was seen as a result of your individual effort rather than racial group identity, given that virtually everyone in Jamaica was black. He contrasted that to his life in the United States, where he was constantly reminded of what he could not or should not do because of his race.

Indeed, he marveled at how Americans, black or white, obsessed over skin color. There was a certain way to “talk black and act black,” or “talk white and act white.” (Other races didn’t seem to matter.)

My father found it maddening how frequently certain negative behaviors—like committing crime or living in poverty—were equated with being black, even though the raw numbers of non-Hispanic whites in prison or on welfare far...

Benjamin J. Lindquist

Why is charter school growth slowing?

Greg Richmond at the National Association of Charter School Authorizers recently announced that charter applications have declined 48 percent since 2012. According to his report, the national approval rate has held steady for years, with authorizers approving 35 percent of the applications that they receive. Why are they receiving so many fewer?

This is no trivial matter. “There are still way too many parents waiting for the chance to send their children to a high quality public school of their choice,” writes Susan Aud Pedagrass at the National Alliance for Public Charter Schools in a recent blog post. Many existing charters have waiting lists. Lottery-based admissions—so memorably depicted in the film Waiting for Superman—still yield tearful faces. Why is this once-so-vibrant movement now struggling to meet the obvious demand?

One key problem is overregulation. This issue may represent the biggest threat to the charter sector today because it undermines its ability to offer distinctive, high-quality options to students and families with differing needs and preferences. If charter entrepreneurs are compelled to deliver the same one-size-fits-all education as other public schools, why start new charters at all? To confront the magnitude of this...

It’s that time of year when many of us are searching desperately for a local Girl Scout troop in order to buy some cookies. (Helpful hint: It’s super easy to find a cookie booth near you.) But the Girl Scouts aren’t just the bearers of thin mint goodness—the organization also has a research arm, which recently published The State of Girls 2017, an examination of national and state-level trends related to the health and well-being of American girls.

The report analyzes several indicators including demographic shifts, economic health, physical and emotional health, education, and participation in extracurricular/out-of-school activities. Data were pulled from a variety of national and governmental sources, including the U.S. Census Bureau and the U.S. Centers for Disease Control and Prevention. Trends were analyzed from 2007 through 2016.

American girls are growing more racially and ethnically diverse along with the rest of the country’s population. The report notes that the percentage of white school-age girls (ages five to seventeen) decreased from 57 percent in 2007 to 51 percent in 2016. Meanwhile the percentage of Hispanic/Latina girls increased from 20 to 25 percent while the percentage of Black girls decreased from 15 to 14 percent. Approximately 26 percent...

In this report, the authors use administrative data from California to estimate the impact of suspensions on high school graduation rates, as well as the broader social costs of suspension.

According to the authors, the graduation rate for suspended students in California is 60 percent versus 83 percent for non-suspended students. However, as the authors note, much of this difference is likely explained by factors other than suspension. After controlling for several such factors, including GPA and low socio-economic status, the authors estimate that being suspended in high school reduces a student’s odds of graduating by 6.5 percentage points.

Unfortunately, like many similar estimates from previous suspension studies, this one most likely suffers from “omitted variable bias” insofar as the authors are unable to control for all of the factors that might make students both more likely to be suspended and less likely to graduate. And as in many of those prior studies, at least one omitted variable is fairly obvious: the same behavioral challenges (like poor impulse control) that make students more likely to misbehave might also make them less likely to graduate. Yet scholars lack access to data that tells them which students struggle with such challenges.  ...

Timothy Daly

Given what we do at EdNavigator, people often ask us a variation of this question: “What makes parents think a school is good?”

There isn’t a simple e=mc squared formula that defines a good school because, as you might guess, parents aren’t all the same. Each family’s view of schools depends on the family’s own situation and preferences. Families with more than one child often think about school differently for each one.

We’ve written before that four topics about schools tend to come up in our discussions with families again and again:

1.   Overall student performance

Sometimes called “proficiency.” It means, how many of the students in this school can do all the academic stuff that’s expected of them in their current grade level? Parents care about it mostly because it helps them understand how well all the other students their child will be around in school are doing overall

2.   Student learning growth

Regardless of where students were performing when they entered a school, how much are they progressing from one year to the next? After all, a school can’t control whether a student is ahead/behind when she enrolls. It can only ensure that she advances while...

Editor’s note: ESSA accountability regulations were overturned. What now? We know reform advocates will continue their work to support ESSA engagement and implementation at the state level. At the same time, a complicated landscape just became even murkier for those on the front lines. To help navigate through the complexities, the PIE Network recently tapped the expertise of eight federal-facing partners. Our contribution, originally published in a slightly different form on PIE Network's website, is below.

“Taken from us too soon, after a valiant fight with ‘local control.’” So tweeted Morgan Polikoff after the Obama Administration’s ESSA accountability regulations succumbed to the Congressional Review Act. The rules shouldn’t go to heaven alone, however.

We should also allow many of the nation’s lowest performing schools to pass on to a better place—and use the federal law’s 7 percent Title I set-aside to give birth to new schools in their stead.

As education reform advocates know, the Every Student Succeeds Act got rid of the School Improvement Grants program and replaced it with a requirement that states spend 7 percent of their Title I allotment (about $25 million annually for a typical state) on efforts...

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