This progress report from Education Superhighway, a nonprofit aimed at upgrading Internet access for America’s public schools, is worth the acronym dictionary you’ll need to decipher it. Researchers examine data from the Federal Communications Commission’s (FCC) E-rate program (a federal initiative that defrays the cost of internet in schools) and deliver much good news about connectivity status for the average K–12 classroom. From 2013 to 2015, twenty million more students were connected to high-speed broadband (that which meets the FCC’s minimum Internet access goals), representing 77 percent of all districts. This is up from 30 percent of districts in 2013. Even though 21.3 million students nationwide still miss the FCC’s mark, lacking the connectivity necessary to fully reap the rewards of digital learning, the report declares that “those left behind are not disproportionately rural or poor.” In 2013, the most affluent districts were three times as likely as low-income ones to meet FCC goals; by 2015, “the E-rate program [had] effectively leveled the playing field.” If nothing else, that’s a whopping success.
In Ohio the news is mixed: Three out of four school districts are adequately prepared for digital learning in terms of broadband speed. The report commends...
A report last month from the “Making Caring Common” project at the Harvard Graduate School of Education calls on elite colleges and universities to “send different messages” to high school students and parents about what matters—and, more importantly, what will gain admission—to America’s most hallowed higher education institutions. “Today’s culture sends young people messages that emphasize personal success rather than concern for others and the common good,” laments the report, entitled Turning the Tide. To combat this rising swell of student stress and self-regard, the college admissions process should motivate high schoolers to “contribute to others and their communities in more authentic and meaningful ways.”
Top admissions and financial aid officials at several dozen elite American colleges and universities have eagerly endorsed the report’s recommendations, which include encouraging “collective action that takes on community challenges” and looking for evidence of “authentic, meaningful experiences with diversity” when admissions decisions are made. New York Times columnist Frank Bruni praised the report, which he claims “nails the way in which society in general—and children in particular—are badly served by the status quo.”
It’s a bit much, frankly. I’m not quite convinced by the sudden alarm over the “undue academic performance pressure” placed on our children, nor am...
“The Proper Perspective” is a discussion between Jamie Davies O’Leary, senior Ohio policy analyst for the Thomas B. Fordham Institute, and Stephen Dyer, education policy fellow at Innovation Ohio. Interested in many of the same data points and research questions, they decided to share some of this exchange more publicly, helping both to illuminate trends in Ohio public education and formulate policy recommendations through their insights. This is the second edition of the series. The first can be found here.
Ohio’s K–3 literacy scores: Is the third-grade reading guarantee living up to its promise?
The first round of school report card data came out in January (expect the second batch February 25), shedding light on (among other things) how schools are doing in K–3 literacy. (Note that ninety-six schools have appealed their K–3 literacy grades, and data is under review for another seven schools, so take all of this with a cairn of salt.)
This year’s report cards are the first to include a letter grade for K–3 literacy, a metric that measures the improvement that schools and districts have made in moving...
Admiral Motti: This station is now the ultimate power in the universe! I suggest we use it!
Darth Vader: Don't be too proud of this technological terror you've constructed. The ability to destroy a planet is insignificant next to the power of the Force.
Admiral Motti: Don't try to frighten us with your sorcerer's ways, Lord Vader. Your sad devotion to that ancient religion has not helped you conjure up the stolen data tapes, or given you clairvoyance enough to find the rebels' hidden fort...
(Vader makes a pinching motion; Motti starts choking.)
The standard argument holds that improving education will improve the nation’s economy. A new study from the National Bureau of Economic Research not only affirms this argument but also demonstrates just how big the economic effects of school improvement could be.
From the start, it’s clear that this paper differs from its predecessors. Previous studies examined human capital and its effect on states’ economic development by measuring school attainment (high school graduation). This study points out that attainment is an imperfect yardstick—it incorrectly assumes that increased levels of schooling automatically suggest increased levels of knowledge and skills. A better way to determine the relationship between education and economic value is to measure a different outcome: achievement. Since “no direct measures of cognitive skills for the labor force” exist, the authors craft their own. They start by constructing an average test score for each state using NAEP, then adjust the test scores for different types of migration (interstate and international among them) in order to offset the high mobility of our population.
Hanushek, who has published multiple studies linking economic activity with enhanced educational output, offers several scenarios in his latest report. If every state improved to the level of...
In case you missed it, Fordham Ohio’s latest report – Quality in Adversity: Lessons from Ohio’s best charter schools – was released today. Some preliminary media coverage has already taken place (huge thanks to all the outlets for that) and we expect more to follow in the next day or two. Check out the Dispatch (Columbus Dispatch, 1/27/16), the Enquirer (Cincinnati Enquirer, 1/27/16), and the Associated Press (Salem News, via AP, 1/27/16) You can also read the full report here….after you’ve finished your Bites.
I’ve been avoiding clipping the various iterations of this next story because it’s really just a lame PR exercise. But when public media calls, you have to answer. Various small school districts around the state have been incited to send “invoices” to the Ohio Department of Education requesting payment for all of the dubloons “deducted” from their vaulted treasure caves over the years to pay for students who were educated outside their crenellated walls in charter schools. Our own Chad Aldis discusses the “theatrical” nature of this stunt with public radio’s Andy Chow. Now, who do district parents see about getting a refund for those college remediation classes they needed?
When I first looked at this story on the front page of the Dispatch this morning, I thought it was indicating a high success rate for Franklin County school districts in teaching English Language Learners. Turns out that “top” simply means quantity of ELL kids – quite an influx here, from all over the world – not quality of teaching or success rates. Neither of those topics is covered in this piece, but here’s hoping that’s part two of the story coming up soon. (Columbus Dispatch, 1/25/16)
Not much else to report from the weekend, so we’re left with some commentary to celebrate the first day of National School Choice Week. First up, a Southwest Ohio teacher opining on why the state slipped from 5th to 23rd in the most recent Quality Counts report. (Cincinnati Enquirer, 1/24/16)