The bus cruising through Eden Prairie neighborhoods in the morning looks like any other yellow school bus.
But some families in the community know it’s different. They’ve hired the driver to pick up their children and haul them to the adjoining school district in Minnetonka. For some, the trip is 30 minutes one way and requires a change of buses.
Eden Prairie schools are usually ranked among the best in the Minnesota, but parent Jane-Marie Bloomberg says it’s worth paying $700 a year to bus her children to Minnetonka, where class sizes are smaller.
When the Boston Public Schools opened the Margarita Muñiz Academy in 2012, it was a first-of-its kind dual-language high school meant to address issues faced by the city’s growing Hispanic population. At the time, Hispanic students were both the most likely to drop out of the city’s schools and the least likely to enroll in college when compared to black, white and Asian students. They still are, but as the academy enters its sixth full year, its student outcomes are drawing praise from a variety of sources, even while administrators note that steep challenges remain.
On the afternoon of Thursday, Aug. 10, at the Theodore Levin United States Courthouse, attorneys representing Gov. Rick Snyder argued that the state of Michigan, which has been so intimately involved with Detroit Public Schools for almost 20 years, has no responsibility to ensure students in the district are taught how to read.
Girls in the Middle East do better than boys in school by a greater margin than almost anywhere else in the world: a case study in motivation, mixed messages, and the condition of boys everywhere.
College students’ views on the First Amendment are important for another reason as well: Students act as de facto arbiters of free expression on campus. The Supreme Court justices are not standing by at the entrances to public university lecture halls ready to step in if First Amendment rights are curtailed. If a significant percentage of students believe that views they find offensive should be silenced, those views will in fact be silenced.
Certification Rules and Tests are Keeping Would-be Teachers of Color Out of America’s Classrooms. Here’s How.
Becoming a certified teacher in America usually means navigating a maze of university classes and certification tests — and paying for them.
The goal is a high-quality teaching force, and an array of powerful advocates have been pushing to “raise the bar” further. But the rules likely come with a hefty cost: a less diverse profession.
Secretary of Education Betsy DeVos is from Grand Rapids, Michigan. So is This American Life producer Susan Burton. During Devos’s nomination hearings, critics accused her of never having set foot in a public school. But it turns out that years ago she did—as a volunteer mentor. Susan returned to Grand Rapids to find out what DeVos’s experience in a public school in her hometown can tell us about her vision for education in this country.
It’s illegal to run schools designed to keep out black students, but the Department of Justice is letting districts get away with it.
Free-market boosters, including Betsy DeVos, promised that a radical expansion of charter schools would fix the stark inequalities in the state’s education system. The results in the classrooms are far more complicated.
Kwadwo “kojo” bonsu, 23, was on track to graduate in the spring of 2016 with a degree in chemical engineering from the University of Massachusetts at Amherst. Bonsu, who was born in Maryland, is the son of Ghanaian immigrants. He chose UMass because it gave him the opportunity to pursue his two passions, science and music. He told me he hoped to get a doctorate in polymer science or chemical engineering. At UMass he was a member of the National Society of Black Engineers.
Poor schools in urban and rural areas have something in common: Teachers are leaving, and it’s having a big impact on kids.
In 2013, a flier began making the rounds in Gardendale, Ala., a suburb of Birmingham.
The fracking boom helped push the Permanent University Fund close to $20 billion, and every year the UT System gets a slice of that money to spend — but just a sliver goes to student financial aid.
As Cuomo Proposal Rekindles Free College Movement, New Research Provides Ammunition for Skeptics
In early January, Governor Andrew Cuomo of New York announced his intention to make a public college education tuition-free for most students in the state. The proposal has breathed life back into the free college movement, which supporters feared would lose momentum under the incoming presidential administration. Instead, momentum has simply relocated (back) to the state level. Tennessee and Oregon already have their own “free college” initiatives, and just this week, Governor Gina Raimondo proposed a version for Rhode Island.
Higher Education: 2016 Elections Wrap-Up and 2017 Federal Policy Preview
American Association of State Colleges and Universities
Higher education issues took a more prominent role in the 2016 elections than any time in recent memory, college affordability and student debt levels catapulted higher education to the top of domestic policy concerns. Both major party nominees for president, Republican Donald Trump and Democrat Hillary Clinton, included higher education proposals in their policy agendas, with Clinton offering the most expansive, ambitious higher education plan than any other major party candidate in decades.
Time for Action Building the Educator Workforce Our Children Need Now
Center on Great Teachers and Leaders
States are now deeply engaged in developing plans for their federal education spending for the next several years. Decades of experience and education research indicate that states must strengthen and organize the educator workforce to implement change successfully. Now is the time to rethink systems and strategies and to focus funds and efforts on what matters most for learning: great teachers and leaders for every student and school.
Teacher Effectiveness in the Every Student Succeeds Act: A Discussion Guide
Center on Great Teachers and Leaders
Systemic challenges in the educator workforce require thoughtful and bold actions, and ESSA presents a unique opportunity for states to reaffirm, modify, or improve their vision of educator effectiveness. This GTL Center discussion guide focuses on one challenge that states face as part of this work: defining ineffective teacher in the absence of highly qualified teacher (HQT) requirements.
Changes in Income-Based Gaps in Parent Activities with Young Children from 1988-2012
American Educational Research Association
Numerous studies show large differences between economically advantaged and disadvantaged parents in the quality and quantity of their engagement in young children’s development. This “parenting gap” may account for a substantial portion of the gap in children’s early cognitive skills. However, researchers know little about whether the socioeconomic gap in parenting has increased over time. The present study investigates this question, focusing on income- (and education) based gaps in parents’ engagement in cognitively stimulating activities with preschool-aged children.
Predictive analytics–using massive amounts of historical data to predict future events–is a practice that’s making it easier and faster for colleges to decide which students to enroll and how to get them to graduation. But predictive analytics can aid in discriminatory practices, make institutional practices less transparent, and make vulnerable individuals’ data privacy and security.
The moment they earn their bachelor’s degrees, black college graduates owe $7,400 more on average than their white peers ($23,400 versus $16,000, including non-borrowers in the averages). But over the next few years, the black-white debt gap more than triples to a whopping $25,000. Differences in interest accrual and graduate school borrowing lead to black graduates holding nearly $53,000 in student loan debt four years after graduation—almost twice as much as their white counterparts.
Cognitive skills—that is, math and reading skills that are measured by standardized tests—are generally understood to be of critical importance in the labor market. Most people find it intuitive and indeed unsurprising that cognitive skills, as measured by standardized tests, are important for students’ later-life outcomes. For example, earnings tend to be higher for those with higher levels of cognitive skills. What is less well understood—and is the focus of these economic facts—is that noncognitive skills are also integral to educational performance and labor-market outcomes.
This report examines the status of education in the United States by aggregating high quality research and data from numerous credible sources. Each chapter describes the context and the current state of play in each focus area — including student achievement, standards and testing; school finance, and charter schools, among others. It highlights key policy issues and trends affecting public education now and in the future.
Looking Under the Hood of Competency-Based Education
American Institutes for Research, Nellie Mae Education Foundation
Competency-based education (CBE), an instructional approach that emphasizes what students learn and master rather than how much time they spend in school, is gaining popularity nationwide. CBE environments provide students with personalized learning, autonomy, flexibility, and responsibility for their own learning, which is theorized to improved learning behaviors.
The federal Every Student Succeeds Act (ESSA), like No Child Left Behind before it, requires states to report information on the academic achievement of students in each of their schools, both overall and for various subgroups of students. A subgroup of particular interest to policymakers and researchers is economically disadvantaged students, who, on average, score much lower on standardized tests than their higher-income peers.
Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth provides an in-depth look at the conditions that effectively push LGBTQ youth out of school and potentially into the criminal justice system. The report provides specific, real world guidance to address the hostile school climates and damaging policies and practices that contribute to pushing LGBTQ youth out of their schools.
Match Beyond has a bodacious goal: To invent a college program that wipes out undergraduate debt and cures poverty.
Not the rarefied college designed for that by-the-bootstraps, defy-the-odds high school senior trotted out for interviews and inspirational speeches when visitors come to high-poverty schools looking for their scholarship success stories.
One of the most important and welcomed provisions of the Every Student Succeed Act (ESSA) is the removal of so-called adequate yearly progress – the federal mandate that came to symbolize everything that was wrong with the way No Child Left Behind defined and measured accountability. AYP imposed rigid and narrow measures for school improvement, improperly labeling many schools as low-performing and imposing punishment when they were unable to meet the unrealistic expectations for proficiency.
Construction Ahead: Are State Policies Building Bridges, Detours, or Roadblocks to College?
Far far too many students, the path between high school and higher education is littered with detours and roadblocks. … “Mapping College Ready Policies 2015-16,” a data visualization project released earlier today by New America’s Education Policy Program, analyzes individual states’ progress towards addressing these challenges to ensure all students are on a sturdy bridge on their route from high school to higher education.
Beyond Ratings: Re-envisioning State Teacher Evaluation Systems as Tools for Professional Growth
To date, most of the public narrative and pushback on new teacher evaluation systems has centered around their use for high-stakes personnel decisions such as pay, promotion, and dismissal. But these systems were always intended to promote and support improvements for all teachers—not just the superstars or laggards.
The Health of the Charter Public School Movement: A State-by-State Analysis evaluates the health of the charter public school movement in key states across the country. Following the first report released in October 2014, this second edition measures movement growth, innovation, and quality, while this year doubling the number of quality measures. Due to these quality additions, a total of 18 states with charter school laws met the criteria for inclusion in this year’s report.
A new review released by the Arts Education Partnership (AEP), a policy center within the Education Commission of the States, offers a comprehensive look at state policies for arts education identified in statute or administrative code for all 50 states and the District of Columbia.
State achievement standards represent how much the state expects their students to learn in order to reach various levels of academic proficiency. In the past, these achievement standards were used by each state to report adequate yearly progress under No Child Left Behind federal legislation, and are now being used for federal reporting under the Every Student Succeeds Act of 2015.
As districts face the recurring problem of ensuring every student has access to a high-quality teacher, a growing number have begun to proactively form deep, mutually beneficial partnerships with teacher preparation programs to produce teacher candidates who match their specific needs. These partnerships, when done well, take significant time and resources on behalf of both parties, but have the ability to transform the work of both institutions.
Turning the Tide: Inspiring Concern for Others and the Common Good Through College Admissions
Making Caring Common Project, Harvard Graduate School of Education
Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, represents the first time that a broad coalition of colleges and universities have joined forces in a unified effort calling for widespread change in the college admissions process. The report includes concrete recommendations to reshape the college admissions process and promote greater ethical engagement among aspiring students, reduce excessive achievement pressure, and level the playing field for economically disadvantaged students.
Trends in College Spending: 2003-2013 – Where Does the Money Come From? Where Does It Go? What Does It Buy?
American Institutes for Research
Trends in College Spending: 2003–2013 examines college and university finances during one of the most turbulent economic periods in decades. The financial ramifications of the 2008 recession were vast, affecting students’ ability to pay for college, lawmakers’ prioritization of public resources, and the budgetary environment facing higher education leaders. The challenges brought by the fiscal crisis also provided colleges and universities with an opportunity to reevaluate how they allocated resources and rethink how to manage costs and improve student outcomes.
Tracking Transfer: New Measures of Institutional and State Effectiveness in Helping Community College Students Attain Bachelor’s Degrees
Community College Research Center
This report is designed to help improve transfer student outcomes by helping institutional leaders and policymakers better understand current outcomes and providing them with metrics for benchmarking their performance.
Jeb Bush & Higher-Education Reform: Forget ‘Free College’
Andrew Kelly and Jason Delisle for National Review
Federal higher-education policy is in shambles. The strategy of the past 40 years — to increase student aid, watch tuition rise, and increase student aid again — has reached a breaking point. Federal loans flow freely with few questions asked, giving colleges every incentive to raise tuition and enroll more students, but less reason to worry about whether those students learn anything. Tuition at the average public four-year college has nearly quadrupled since the early 1980s, pushing more students into debt.
The 2016 edition of Education Week’s Quality Counts report—Called to Account: New Directions in School Accountability—examines how new state and federal strategies are transforming the assessment of school performance and reshaping the consequences for poor results. The new Every Student Succeeds Act is widely believed to herald a shift in authority away from the federal government and back to the states and school districts. Pressure is also mounting for accountability systems to go beyond test scores and incorporate other academic and non-academic factors in meaningful ways.
Rising cost and lower government aid have made it even more difficult for poor students to obtain a college degree today than 45 years ago.
The Indicators of Higher Education Equity in the U.S. — 45 Year Trend Report, draws on U.S. Census statistics and educational data to make the compelling and disturbing case that inequality in obtaining a college education has substantially grown in the past 45 years.
In a new Gallup survey of teachers, U.S. public school teachers are closely split in their overall reaction to the Common Core State Standards: 41% view the program positively and 44% negatively. Even in terms of strong reactions, teachers’ attitudes are divided, with 15% saying their perceptions of the initiative are “very positive” and 16% saying “very negative.”
Each year, hundreds of thousands of American students graduate from high school and enter college without being adequately prepared to succeed there. This is partly the result of misaligned high school standards and higher education expectations. There are real, sobering consequences: millions of students have fallen short of earning a college degree.
The widespread adoption of the Common Core State Standards (CCSS) and assessments presents a new opportunity to bridge the gap between high school and higher education, according to a new report released today by New America.
So as the July heat kicks in, we started wondering about the whole idea. What, exactly, is summer school? How much does it cost? And, the biggest question, does it work? In a nutshell, we have no idea. “It’s been one of my pet peeves for years,” says Kathy Christie, vice president of knowledge and information management at the nonprofit Education Commission of the States. She says there’s never been a push for anyone to collect data on summer school. As a result there isn’t really good information about any of those questions above.
Unchecked charter-school operators are exploiting South Florida’s public school system, collecting taxpayer dollars for schools that quickly shut down.
A recent spate of charter-school closings illustrates weaknesses in state law: virtually anyone can open or run a charter school and spend public education money with near impunity, a Sun Sentinel investigation found.
Only a few years ago, the ambitious initiative to use shared assessments to gauge learning based on the new common-core standards had enlisted 45 states and the District of Columbia. Today, the testing landscape looks much more fragmented, with only 27 of them still planning to use those tests in 2014-15, and the rest opting for other assessments or undecided, an Education Week analysis shows.
The Bill and Melinda Gates Foundation didn’t just bankroll the development of what became known as the Common Core State Standards. With more than $200 million, the foundation also built political support across the country, persuading state governments to make systemic and costly changes.
Opposition to the Common Core, a set of reading and math standards for elementary, middle and high school students that were originally adopted by 46 states and the District of Columbia, has gathered momentum among state lawmakers in recent weeks.
The governors of Oklahoma and South Carolina are considering signing bills to repeal the standards and replace them with locally written versions. In Missouri, lawmakers passed a bill that would require a committee of state educators to come up with new standards within the next two years.
As the majority of states continue to design and implement new evaluation systems, the time is right to ask how existing teacher evaluation systems are performing and in what practical ways they might be improved.
This Brookings Institution report helps to answer those questions by examining the actual design and performance of new teacher evaluation systems in four urban school districts that are at the forefront of the effort to meaningfully evaluate teachers.
The Common Core State Standards have been reshaping the American education landscape for four years, leaving their mark on curriculum and instruction, professional development, teacher evaluation, the business of publishing, and the way tests are designed.