The school choice movement is gaining in complexity as lawmakers increasingly opt for tax credits instead of vouchers as a way to help citizens, poor and otherwise, pay private school tuition for their children.
WAY TO GO, MR. PRESIDENT! THAT WAS A HELLUVA SPEECH. WE'RE WITH YOU ALL THE WAY! It's been more than a little upsetting to watch the education community respond to last Tuesday's terrible attack on the United States. The prize for greediest, most self-promoting and solipsistic response goes to an outfit called the Public Education Network.
The New York City Board of Education has figured out how to privatize schools without seeming to. Last spring, parents at five troubled public schools voted down the Edison Project, and it appeared that nonpublic managers were not welcome in the school system. That turns out to be untrue.
The day before the disaster in New York City, The New York Times reported good news about City University of New York. This is a story that deserves to be told, not forgotten. One of the most polarized debates in New York City in recent years occurred when the trustees of the City University of New York (CUNY) decided two years ago to set minimum standards for entry for freshmen.
In response to parents who were uncomfortable with the existing sex ed curriculum, one school district in Minnesota created a two-track program, offering an abstinence-only class alongside the traditional one, which covers contraception, abortion, homosexuality, and other hot topics. Parents could enroll their child in the class of their choice.
Tom Loveless, The Brown Center on Education Policy, The Brookings Institution September 2001
To get around uniform salary schedules that prevent schools and districts from paying extra for teachers with rare skills, these teachers could be hired on a contract basis and shared by many schools, suggests education policy thinker Paul Hill.
Carrie Lips and Jennifer Jacoby, Cato InstituteSeptember 17, 2001
High-achieving, high-poverty schools are no longer a novelty for elementary or middle school-aged kids, but helping disadvantaged youngsters succeed in high school has been more challenging. An article in Teacher Magazine describes the efforts of an organized group of parents in California to prevent their kids from becoming high school dropout statistics.
Education issues aren't foremost in our minds today, but I will note that the K-12 concern that reached my ears most frequently in recent weeks is the vaunted "teacher shortage" that our schools are said to face.
If your neighborhood school announces that it is introducing a new kind of instruction centered around student projects, you'll want to visit Teachers College Record's website, TCRecord.org, which this week reprises a 1921 symposium on the project method called "Dangers and Difficulties of the Project Method and How to Overcome Them." We recommend "Projects and Purposes in Teaching and Learning
Union and school district negotiators have reached a tentative agreement on changes in Cincinnati's teacher pay-for-performance plan, this in response to complaints from teachers about the evaluation process.
U.S. Department of Education 2001
The Brookings Institution has been awarded a $1 million grant from the Bill and Melinda Gates Foundation to create a "National Working Commission on Choice in K-12 Education." According to The Washington Post, the commission will be managed by Paul Hill and Tom Loveless, and will tackle issues surrounding school choice such as how it affects school quality and student learning and whether it af
In New Jersey, students who flunk the state's exit exam can still receive a high school diploma if they earn passing marks on a series of performance assessment tasks drawn up by the state. Last year, 6100 students-nearly 9 percent of graduates-got their diplomas this way.
On September 11 at 8:45 a.m., I was having a cup of coffee and reading the morning paper when I heard a tremendous boom behind me. I live in Brooklyn, about three city blocks from New York Harbor, and directly across the Harbor from my neighborhood is New York City's financial district.
An examination of pass-fail records from tests of basic skills and subject knowledge taken by Illinois teachers over the last thirteen years revealed that 5,243 current teachers had failed at least one exam, even though these tests are pitched at an extremely low level.
Most children who live in the Hollywood Hills go to private schools, but a small group of parents from that affluent Los Angeles neighborhood decided two years ago that they might like to send their kids to the local public school.
Henry Levin's National Center for the Study of Privatization in Education, based at Teachers College, Columbia University, hasn't always done important and well-balanced work, but it's certainly been prolific. What's more, several of the recent "occasional papers" now available on its burgeoning website strike us as worth knowing about, maybe even reading.
Patrick J. Wolf, Paul E. Peterson and Martin R. West August 2001
As if House and Senate conferees didn't already face enough difficulties in creating a fair definition of "adequate yearly progress" for the new ESEA, an article in this month's Washington Monthly explains how high rates of student mobility can doom an otherwise solid accountability system. According to a GAO study, one out of every six U.S.
Education Commission of the States June 2001
In 1999, the Thomas B. Fordham Foundation published a study by Dan Goldhaber (of the Urban Institute) and Dominic Brewer (of RAND) that found that students of teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials.
This time of year always brightens the education picture with the optimism of fresh starts. Classrooms are clean, teachers rested, children eager. There are new textbooks on the shelves, new hardware in the computer labs, perhaps a new menu in the cafeteria. Some of this year's innovations are even more profound.
My older sister lived in Scottsdale, Arizona, for many years and her six children attended the public schools there. Her oldest child, my niece, took most of her public schooling in Texas and is now a teacher in Florida. The rest are graduates of the Arizona school system.
Almost 75 percent of new teachers in the Cleveland Municipal School District either were considering leaving or were unsure whether they would stay, according to the results of a survey administered this spring.
