What other states can learn from Indiana’s funding, choice, and accountability reforms
Several candidates in the 2020 Democratic presidential primary have criticized the inequities created by school funding formula
Several candidates in the 2020 Democratic presidential primary have criticized the inequities created by school funding formula
A new study by CALDER investigates how career and technical education (CTE) course-taking affects college enrollment, employment, and continuation into specific vocational or academic programs in college.
In previous posts and in comments to the media, I’ve been making the case that the lingering effects of the Great Recession might partially explain the disappointing student achievement trends we’ve seen as of late, both on the Nation’s Report Card and on state assessments.
With the backing of Chevron and local philanthropy, the Appalachia Partnership Initiative (API) was launched five years ago.
Pennsylvania’s Democratic Governor Tom Wolf garnered headlines recently when he announced vague plans for taking funding away from the state’s public charter schools.
To our knowledge, no study has empirically examined the degree to which CTE course-taking in high school aligns with the kinds of work available in local labor markets, as our newest report does. It shows that the country needs local business, industrial, and secondary and postsecondary education sectors to join hands. At the top of their to-do list should be better integration of what is taught in local high school CTE programs with the skills, knowledge, and positions needed in area labor markets, both now and in the future.
Last week, I explained why career and technical education will make agile learners America's future, and that maximizing their potential requires CTE that works well for students, employers, and school systems.
Seventeen-year-old Sandra can’t wait for school to start each day. Perhaps that’s because her school day looks nothing like what most of us envision a classic high school schedule to be.