Pursuing innovation: How can educational choice transform K-12 education in the U.S.?
Sarah SoudersAn overview of recent research
When it comes to choice, small grants can make a big difference
Editor's note: This is the final post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
More money, more outcomes
Editor's note: This is the tenth post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Waive the waivers
Editor's note: This is the ninth post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Ohio Attorney General visits Breakthrough charter school
Jamie Davies O'LearySeeing success first hand
Why weighted funding matters for school choice
Editor's note: This is the eighth post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
The successes and challenges of scaling up high-quality charter school networks
Jamie Davies O'LearyBy Jamie Davies O’Leary
The full Mike Petrilli/Jay Greene debate on testing and school closures
Michael J. Petrilli, Jay P. GreeneThe school choice tent is much bigger than it used to be. Politicians and policy wonks across the ideological spectrum have embraced the principle that parents should get to choose their children’s schools and local districts should not have a monopoly on school supply.
Two great tastes that taste great together: Course access and direct student services
Editor's note: This is the sixth post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Follow the money: ESSA's weighted student funding pilots
Editor's note: This is the fifth post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Choosy states choose...choice!
Editor's note: This is the fourth post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
ESSA's hidden treasure
Editor's note: This is the third post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Help Goldman Sachs profit off of at-risk teens
Editor's note: This is the second post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Will states and parents seize ESSA's opportunities?
Editor's note: This is the first post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity?
Test score gains predict long-term outcomes, so we shouldn't be too shy about using them
Michael J. PetrilliEditor's note: This post is the sixth and final entry in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expa
Regulators need to use test scores with great care
Jay P. GreeneEditor's note: This post is the fifth in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expanded—even
Four ways to fuel healthy competition in education
Aaron ChurchillThe monopoly can and should be broken
Is "district" an operative word?
I have two requests. The first is modest. The second is…well, let’s focus on the first for the time being.Please go to your calendar and block off thirty minutes. You can call the item “Districts and the Achievement Gap.” It’s easy work; you’ll just need to do look at some pictures.
Test scores don't tell us everything, but they certainly tell us something about school quality and student success
Michael J. PetrilliEditor's note: This post is the fourth in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expanded—even
Charter school effectiveness in spite of perverse incentives
Aaron ChurchillBy Aaron Churchill
One highway, two realities
Kevin MahnkenA sixth grader in Mountain Brook, Alabama, can be considered one of the luckiest in the country, enrolled in a district where he and his classmates read and do math three grade levels above the average American student.
Paying homage to charter schools' early trailblazers
Chester E. Finn, Jr., Brandon L. WrightThis is the first in a series of essays marking the twenty-fifth anniversary of America’s first charter school law. These commentaries are informed and inspired by our forthcoming book (co-authored with Bruno V.
What reformers can do to expand charters and choice besides advocating for policy change
Michael J. PetrilliA few weeks ago, I argued that policy change is not the only path to education reform, floated five other approaches for improving educational practice, and promised to flesh them out in future posts.
Rely on local actors, instead of faulty information, to make judgements about school quality
Jay P. GreeneEditor's note: This post is the third in an ongoing discussion between Fordham's Michael Petrilli and the University of Arkansas's Jay Greene that seeks to answer this question: Are math and reading test results strong enough indicators of school quality that regulators can rely on them to determine which schools should be closed and which should be expanded—even
Revamp of Charter Schools Program incentivizes (mostly) the right things
Jamie Davies O'LearyThe federal Charter Schools Program (CSP), which provides seed money for charter start-ups primarily through competitive state grants, got an upgrade in the Every Student Succeeds Act (ESSA) in December.
The weak predictive power of test scores
Jay P. GreeneThe school choice tent is much bigger than it used to be. Politicians and policy wonks across the ideological spectrum have embraced the principle that parents should get to choose their children’s schools and local districts should not have a monopoly on school supply.