Yes, test scores affect long-term outcomes, even according to this study, despite what its authors mistakenly conclude
David GriffithBy David Griffith
How one charter network is helping attach students to civil society
Robert PondiscioBy Robert Pondiscio
Oases in the desert: Catholic schools' success isn't a mirage
Kathleen Porter-MageeBy Kathleen Porter-Magee
Do teachers receive adequate support when new standards are implemented?
Emily HowellBy Emily Howell
The evidence on test scores and long-term outcomes: Limited but encouraging
Michael J. PetrilliBy Michael J. Petrilli
It’s time for common sense on accountability for online schools
Chad L. AldisFor charter school supporters, it can be frustrating. There’s always something new in the Electronic Classroom of Tomorrow (ECOT) saga.
Are university-based teacher education schools responsive to public ratings?
Amber M. Northern, Ph.D.By Amber M. Northern, Ph.D.
Test-based accountability deserves to be assessed against a valid hypothesis, not a straw man
Michael J. PetrilliBy Michael J. Petrilli
Ohio to Florida: Better schools for thee but not for me?
Chad L. AldisIf you were on vacation earlier this month—lucky you—you may have missed the release of the 2017 NAEP results. On the whole, you didn’t miss much.
We should irrigate charter school deserts. Here's how.
Michael J. Petrilli, Amber M. Northern, Ph.D.By Michael J. Petrilli and Amber M. Northern, Ph.D.
No, NAEP scores in California don't evince a lost decade of educational progress
By Michael W. Kirst
NEW REPORT: Charter School Deserts: High-Poverty Neighborhoods with Limited Educational Options
The Education Gadfly2016–17 was one of the slowest-growth years for charter schools in recent memory. Nobody knows exactly why, but one hypothesis is saturation: With charters having achieved market share of over 20 percent in more than three dozen cities, perhaps school supply is starting to meet parental demand, making new charters less necessary and harder to launch.
Some racial and ethnic groups do much better on NAEP than others. Here are some factors that might explain why.
Brandon L. WrightBy Brandon L. Wright
How accountability metrics related to student subgroups affect teacher turnover and attrition
Amber M. Northern, Ph.D.By Amber M. Northern, Ph.D.
Differences between classroom assignments in low- and high-poverty schools
Emily HowellBy Emily Howell
The tragic lack of progress for Ohio’s low-income and black students
Aaron ChurchillAchievement gaps between poor and minority students and their peers are well documented and persistent. For years, data indicate that these students have generally been making slow but steady progress.