The conventional wisdom is that American students from poor families are mostly stuck in sorely underfunded public schools while more affluent families have access to well-resourced ones. For decades, this was largely true.
Whether due to the pandemic, political opportunism, popular demand, or a combination, education savings accounts (ESAs) are enjoying much attention and growth
Covid-19 school shock disrupted our way of doing education, unbundling the familiar division of responsibilities among home, school, and community organizations. Nearly every parent of school-age children had to create from scratch a home learning environment using online technology and rebundling school services to meet their needs.
We’ve been polling district finance leaders about their biggest concern in this moment, and the most common answer is financial problems down the road.
On this week’s podcast, Ron Rice, senior director of government relations at the National Alliance for Public Charter Schools,
On this week’s podcast, Bree Dusseault, practitioner-in-residence at the Center on Reinventing Public Education, joins Mike Petrilli a
On this week’s podcast, Chad Aldeman, policy director of the Edunomics Lab at Georgetown University, joi
On this week’s podcast, Mike Petrilli, Checker Finn, and David Griffith discuss President Biden’s proposal for universal preschool.
In the coming weeks, the House Appropriations subcommittee that decides on education spending will consider how much money to allocate to the federal Charter School Program (CSP).
The “Does money matter?” debate has been getting boring. The idea that increasing school spending wouldn’t make the schools work at least a little better probably never made much sense to begin with.
On this week’s podcast, Chris Brewster, president of the Oklahoma Public Charter School Association, joins Mike Petrilli and Dav
District leaders may be celebrating the $122 billion in stimulus relief Congress approved for K–12 schools last month.
In the last year, Congress has now invested nearly $200 billion to support K–12 education. It’s an unprecedented federal infusion of money, but will it lead to an unprecedented recovery effort? It’s worth taking a moment to pause and consider the range of possibilities. Best case
Earlier this month on her “Answer Sheet” blog in the Washington Post, Valerie Strauss ran a lengthy rebuttal written by Carol Burris about a study that we recently published. Robbers or Victims?
Editor’s note: This is the second post in a series that puts the themes of 2020’s Getting the Most Bang for the Education Buck into today’s context, with particular attention to the effects of the pandemic and federal relief dollars.
Editor’s note: This is the first post in a series that puts the themes of 2020’s Getting the Most Bang for the Education Buck into today’s context, with particular attention to the effects of the pandemic and federal relief dollars.
Education funding is sticky. Once dollars are sent to a public school or school system, they tend to stay there.
With two big rounds of Covid-19 aid having been sent to schools and at least a third on the horizon, leaders must make difficult decisions, especially as more schools reopen and the pandemic rages on. How can they use this money to best mitigate risk, facilitate effective hybrid learning, and most importantly, get kids back on track after suffering substantial learning losses?
It’s not surprising that most of the arguments against widespread student loan forgiveness are coming from the political right, given that the idea itself gained prominence during the 2020 presidential campaigns of Senators Bernie Sander
Should President Biden follow through on his campaign promise to grant local school districts veto power over the creation of new charter schools within their borders, on the assumption that their expansion harms traditional public schools?
Opponents of charters contend that they drain district coffers, while proponents argue that it is charters that are denied essential funding. Yet too often, the claims made by both sides of this debate have been based on assumptions rather than hard evidence.
With federal coronavirus relief, schools are wrestling with a host of thorny questions. Especially under the new Joe Biden administration, how much federal aid is coming? What rules will govern its use? Most importantly, how can schools spend the funds effectively when reopening schools, improving remote learning, and helping students get back on track?
Like traditional public schools, charter schools are publicly funded according to student enrollment. But compared to their district counterparts, charters have long received far less per-pupil funding.
On this week’s podcast, ExcelinEd’s Matthew Joseph and The Education Trust’s Zahava Stadler join Mike Petrilli and David Griffith to discuss how states can
Charges of financial blunders have taken out district leaders before. Think the pandemic inoculates leaders from that possible fate? Think again.
Control of state legislatures is particularly important in a census year, but it’s also an often-overlooked element in driving substantive education policy changes. National politics takes up all the oxygen, but it’s state legislators who make most of the big decisions about how a state’s public-education system operates, is funded, is held accountable (if at all), and much more.
Spend a few minutes on education Twitter or listening to the loudest special-interest voices, and you’d think the future of public education hinges on whether Mitch McConnell, Nancy Pelosi, and the president can agree to another stimulus deal. That’s just a short-term Washington game—that will likely soon have a new roster of players.
On this week’s podcast, Karen Hawley Miles, CEO and president of Education Resource Strategies, joins Mike Petrilli and David Griffith to discuss her chapter in Getting the Most Bang for the Education Buck on how school districts can cope with budgetary consequences of declining enrollments—a growing problem because of Covid-19.
In education, one of the more bizarre debates of the past quarter century has been over whether more money improves students’ outcomes. It’s tough to think of anywhere else in American life where we’d even have that discussion.
Last month, Teachers College Press is releasing Getting the Most Bang for the Education Buck, a new volume edited by Rick Hess and Brandon Wright.
