The extended case for faith-based charter schools
A little-noticed event in late 2022 destabilized a pillar of contemporary American K–12 education, namely that all schools considered part of the public system must be secular.
A little-noticed event in late 2022 destabilized a pillar of contemporary American K–12 education, namely that all schools considered part of the public system must be secular.
The ongoing debate over when students shoul
If we put all our education hopes in markets, self-interest, competition, and “invisible hands,” will that contribute to the other fissiparous forces that are weakening the valuable shared assets we inherited from earlier generations? Recent surveys certainly suggest that mounting public support for school choice is coinciding with diminishing confidence in shared institutions and public values of all kinds, including patriotism itself.
Within a few years of their 2010 rollout, the Common Core State Standards for math and English became a popular scapegoat for a host of perceived ills in K–12 education.
In the summer of 2015, I sat at my desk and Googled “health savings account providers.” At the time, I had been in states across the country advocating for creation of education savings account (ESA) programs.
Dear Checker,
What does it mean to “prepare young people for adult work,” an oft-used saying to describe one of schooling’s primary goals? Though it surely means that we prepare them to earn a living and move up the income ladder, work is more than a financial way to provide for ourselves and those we love.
In the fast-moving, highly energized world of school choice and parent-empowerment advocacy, education savings accounts are the hottest thing since vouchers, maybe even hotter. Ten states already have them in some form, and a dozen more legislatures are weighing bills to create them. But Finn is wary, particularly of the free-swinging, almost-anything-goes version known as “universal” ESAs.
Recent news stories have pushed the narrative that parents are using education savings accounts to buy items of questionable educational value and relevance, including chicken coops, trampolines, and tickets to SeaWorld. But perhaps ESAs’ permissiveness is a feature, not a bug—and perhaps officials would be wise to go one step further and give teachers their own accounts.
Several studies show that a combination of market pressures
From 2015 to 2018, the start of spring meant I could expect to hear from parents across Florida. At the time, I worked for Step Up Students, the Florida-based organization that administers the nation’s largest education scholarship (i.e., voucher) program. My job was not in customer service. I was the editor of a blog focused on school choice issues.
So many of our debates about paying for higher education hinge on conflicting views of what’s the taxpayer’s responsibility and what’s the recipient’s. These days, that’s also true of pre-schooling and it also arises, albeit in different form, when we fight over vouchers, tax credits, ESAs and such. Is it society’s responsibility to pay for private schooling or is it the family’s?
Last week, two more states—Iowa and Utah—joined Arizona and West Virginia in adopting universal education savings accounts.
We were glad to function in that capacity for Virginia as we’ve done for many other states over the years. But it’s also been implied by some that we tried to inject the draft standards with conservative bias, even to “whitewash” history, and that is completely false.
For the vast majority of America’s children, going to school has changed little from their parents’ generation, even their grandparents’: Where you live is where you learn, in a school run by your local public school district.
Reversing decades of economic struggle in America’s former manufacturing centers is a high priority for leaders in cities and regions across the nation. Many would like to see technology-focused industries lead such a resurgence, but do they have enough qualified workers? And if not, how can they increase those numbers?
A common observation made by critics of school choice is that it has little to offer families in rural communities where the population isn’t large enough to support multiple schools, and where transportation is already burdensome. I’ve made the point myself, and I’m a school choice proponent.
Economic connectedness is among the strongest predictors of upward income mobility—stronger than measures like school quality, job availability, family structure, or a community’s racial makeup.
Authorized by Congress in 2004, the Washington, D.C., Opportunity Scholarship Program (OSP) is one of the longest-standing voucher programs in the nation. It is also the only federally-funded one. While its fortunes have changed as congressional and executive branch leadership has switched parties over the years, the program has endured.
Recent news articles have heralded a long-term decline in the U.S.
Early in my career, I taught high school in North Carolina. One of the coolest things we did was partner annually with the local Habitat for Humanity team. Each year, students in my school’s construction-trades classes built a modular home from the ground up, doing the masonry, carpentry, electrical work, plumbing—all of it.
With rising college costs and sky-high college dropout rates—almost one-third of American undergraduates quit before completing their degree—young people are lookin
Imagine a close-knit community whose members take care of and look out for one another; enjoy strong, tight-knit families with many children, close social ties, and a deep sense of purpose and belonging; and seem mostly exempt from crime, suicide, substance abuse, and other such problems. Are the habits and institutions by which this community prepares its members for adult life successful?
Credentials matter, but maybe not as much as many hope. That seems to be one of the takeaways from Fordham’s latest report by Matt Giani evaluating high school industry recognized credential (IRC) attainment and learner outcomes in Texas.
A new Fordham Institute report authored by University of Texas professor Matt Giani finds that industry-recognized credentials (IRCs) are “mostly not transformative” for the high school students who earn them. But the truth is that it’s all about the context.
As money and attention focus on career and technical education (CTE) at ever greater levels, researchers can help gauge program effectiveness by digging into the data.
About three-quarters of students in the U.S. take at least one credit in high school linked to career and technical education (CTE). When high school students take multiple CTE credits, they are often encouraged to focus in a specialized career pathway, like business, health sciences, or hospitality and tourism.
A new Fordham Institute publication by Dr.
NAGB officials recently reported on U.S. student achievement trends from 2009–19, and what they found was eye-opening. Whereas America’s higher achieving students held steady or even gained ground, our lowest performing kids saw test scores fall, at least in fourth and eighth grades and in reading and math. What might be causing these diverging trends?
Fordham’s newest study finds, among other things, that industry-recognized credentials earned in high school are a net positive for students who earn them but are not game-changers. This raises a lingering question: How else can we transform the high school experience for students so as to significantly boost their wages and career prospects once they are in the workforce? Here are four ideas.