Charters & Choice

Mathematica Policy Research last week released a major research report showing that students attending KIPP middle schools make substantial additional academic growth relative to peer students who attend other public schools.

Nationwide, the KIPP network of charters consists of 125 schools in 20 states and the District of Columbia; of those, this report focused on 43 middle schools serving students in grades five through eight. The student population that participated in the study was 96 percent black or Hispanic; 83 percent qualify for free or reduced-priced lunch. 

Mathematica found that after three years, KIPP schools produced an additional eleven months of learning growth in math and eight months in reading. The report also dispels the myth that KIPP schools’ positive effects on learning are a function of “teaching to the test”.  Mathematica examined test results from both state assessments and from the nationally norm-referenced test (Terra Nova), for which teachers and students do not prepare, and found consistently positive results for both exams.

Ohio currently has one KIPP school, KIPP: Journey Academy, which serves grades five through eight in Columbus, and is sponsored by Fordham. While Mathematica did not include KIPP: Journey in its study, we do know...

Yesterday was the first day of public testimony on Governor Kasich’s budget proposal before the Ohio House Finance Primary and Secondary Education Committee. Terry submitted testimony on behalf of the Fordham Institute, as did Students First and others.  Following is a good recap from Gongwer News Service:

Terry Ryan, vice-president for the Thomas B. Fordham Institute, offered support for the budget, saying the funding offered through the formula would outpace that of almost every other comparable state in FY 14. He also offered suggestions for use in the budget or as the subjects of future legislation.

Firstly, he said all dollars should follow students to the schools they actually attend, but funding is still stuck in categorical programs and flows to the district but not necessarily the building attended.

Mr. Ryan also called for annual academic return on investment reporting for all public schools, both districts and charters. "Just as some districts are more productive than others so are some schools and these should be acknowledged and better understood," he said.

More mandates related to regulations, laws and contract should be eliminated if they force funds to be spent in...

The latest study from the Center for Research on Education Outcomes (CREDO) has profound implications for the artificial cap on charter school growth in Massachusetts. According to the report (released today), the typical charter school student gains about one and a half more months of learning in a year in reading than students in a typical district school and two and a half more months of learning in math. The gains in Boston were even more pronounced: twelve months of additional learning in a year in reading for charter students and thirteen months more in math.

Yet there remain 45,000 students in Massachusetts waiting for a seat in a charter school, thanks mostly to a state-imposed cap on the number of charter schools that can operate in Boston and other low-performing districts. State education officials have been authorizing schools where they can, approving five new charter schools this week and expanding eleven others, but there still isn’t enough supply; the new openings are expected to serve just 3,100 students, half of them in Boston.

“The more schools we open, the longer the waiting list gets,” Massachusetts Charter Public School Association director Marc Kenen told the Boston...

Advanced Placement Podcasting

Andy Smarick and Kathleen Porter-Magee rock this week’s podcast. Find out why AP Calculus has such high pass rates, why being overwhelmed with choices can be a good thing, and why rising grad rates may be a red herring. Amber is hip to KIPP.

Amber's Research Minute

KIPP Middle Schools: Impacts on Achievement and Other Outcomes by Christina Clark Tuttle, et al. (Washington, D.C.: Mathematica Policy Research, February 2013).

GadflyWith just a few hours left before automatic, across-the-board federal budget cuts take effect, the odds seem slim that Congress will pull a rabbit out of this hat. But despite the Obama administration’s doomsday rhetoric (40,000 teacher layoffs, a huge blow to Head Start, and seven of the ten plagues), the reality seems—if not optimal—manageable. School nutrition programs, Pell Grants, and Temporary Assistance for Needy Families won’t be cut, and most school districts won’t feel the pinch until the beginning of the 2013–14 school year. And when they do, it will be minor (perhaps 2 percent of their budgets in most cases). In other words, it’s a great opportunity to stretch the school dollar.

On Monday, President Enrique Peña-Nieto signed Mexico’s most sweeping ed-reform bill in seven decades into law. Mexico will now use uniform standards for hiring teachers, require merit-based promotions, and enjoy the ability to draw the first census of Mexico’s education system (because the 1.5 million-member-strong teacher union controlled the system, no one knew exactly how many schools, teachers, or students existed). One day later, police arrested...

This extensive evaluation of KIPP charter schools, conducted by Mathematica, will impress even the staunchest KIPP skeptics. The study employed two study designs: The researchers compared the cohorts of forty-one KIPP middle schools (more than half of the total KIPP schools) to students in local non-KIPP schools. They also compared KIPP lottery winners in thirteen oversubscribed schools to non-winners. The upshot? Over a three- to four-year span, KIPP students achieved between eight and fourteen months of additional learning growth compared to their non-KIPP-attending peers. These findings hold across all four core subjects for both state tests and a nationally normed, low-stakes exam (meant to test higher-order thinking skills). What’s more, the researchers included students who left their KIPP schools prior to eighth grade, making these effects a valid measure of anyone who has ever enrolled in these middle schools. But while the academic gains of KIPPsters are unimpeachable, the schools’ affects on student attitudes may not be. Apparently, KIPP increases students’ likelihood of arguing, lying to their parents, and losing their temper, according to student surveys—though one has to wonder if KIPP students are simply more likely than non-KIPPsters to own up to such behaviors.

SOURCE: Christina Clark...

When then-Governor Ted Strickland issued his Evidence-Based Model (EBM) of school funding reform in 2009 we engaged Professor Paul Hill to provide an analysis of the proposals. We couldn’t think of anyone better to do the work than Professor Hill. His credentials are impeccable. He is founder and recently retired director of the University of Washington’s Center on Reinventing Public Education, and a former Senior Fellow at Brookings and RAND. Further, Professor Hill has roots in Ohio as a graduate of Ohio State University. He also has family in Dayton.
Professor Hill’s analysis of Strickland’s plan was largely informed by the research project he led, Facing the Future: Financing Productive Schools. That six-year effort, funded by the Bill & Melinda Gates Foundation, was the most comprehensive study of its kind ever conducted. It concluded that America’s public-school finance systems are burdened by rules and narrow policies that hold local officials accountable for compliance but not for results. Facing the Future was the work of more than 40 economists, lawyers, financial specialists, and education policy makers. It included more than 30 separate studies, including in-depth looks at Ohio, North Carolina, Texas, and Washington.

Dayton panelists from left: Bob Taft, Rusty Clifford and Lori Ward

The word churn is used within a variety of industries.  Just as customers leave businesses and migrate to competitors for other products or pricing options, students transfer between school districts and buildings. Churn is a reality within Ohio schools.  But what are the reasons for this cycle? School leaders, parents, community members and others gathered yesterday in Dayton and Cincinnati to discuss student churn, what it means for their schools and what might be done about it. A crowd of about 100 gathered for each event.

In November, the Thomas B. Fordham Institute, Columbus-based Community Research Partners (CRP), and nine other funders released a statewide study of student mobility in Ohio. This substantial report was the basis of the conversations hosted by Learn to Earn in Dayton and The Strive Partnership in Cincinnati. 

“Today’s event in Dayton was very eye opening,” said Chatoya Hayes, an audience member who joined the discussion from the United Way of the Greater Dayton Area.  “I think the issue of student mobility is directly altering student success...

My son is a student in the Columbus City School District. Thus, what transpires per education in Ohio’s largest district impacts me personally, not just professionally. Last evening I was pleased on both fronts by Mayor Michael Coleman’s State of the City address. It was his 14th such speech but it was a “first” in one regard: Coleman tackled the issue of improving public schools in his city head-on. This speech comes as the mayor’s education commission is meeting regularly to develop a plan to help right the city’s schools. (Terry and Ethan Gray from CEE-Trust presented to the committee just a few days ago). Terry's presentation can be viewed here and Ethan's can be viewed here.

The entire speech was promising and demonstrated the mayor’s strong intent to provide better education options to his city’s children. Perhaps most striking, though, was his unabashed support for good charter schools (which is rare from an Ohio Democrat—though we’ve seen tides shift among other urban Dems). Here is the charter school portion of the speech:

And finally: Every child deserves to go to a good school, and the schools that consistently fail our children must...

The Education Gadfly Show: Interview with John Kirtley

The Education Gadfly Show: Interview with John Kirtley

Following the release of Fordham's report, School Choice Regulations: Red Tape or Red Herring?, Mike Petrilli and Adam Emerson sat down with John Kirtley of Step Up for Students to talk about when private schools choose to participate in choice programs. While Fordham found that Catholic schools were less likely to be deterred by accountability regulations, Kirtley took a slightly different tack.

Watch to find out more!