Category Archives: Research

Thankfully, most education policy in our country is governed at the local and state level. Though the federal government’s role in education is too big, it’s still very limited. I wish that were really the reason you don’t hear Barack Obama and John McCain say a whole lot about education. Over at Pajamas Media, Greg Forster has a list of five things the next President – whoever it may be – can do to advance education reform: Expand the D.C. voucher program to make it a national model Keep testing outcomes transparent Fund differential teacher pay Improve data transparency for better evaluation of education programs Keep pushing teacher unions to comply with financial disclosure reporting Not many people are going to pick the next President based primarily on education. But it would be best if the media and citizens press the candidates to articulate their positions on these five specific issues. Kids like me can’t vote yet, but we sure appreciate it.

Okay, I think it’s a long and boring paper, but Ben in the Education Policy Center says the new report from the National Council on Teacher Quality is very important. What it boils down to is there are a lot of rules, mostly written by well-meaning people, that end up negatively affecting how well kids learn in the classroom. The NCTQ report Invisible Ink in Collective Bargaining proves the realization that more damage is often done by lawmakers at the state level than by the private union negotiations at the local level. The report’s authors say there are three major reasons this “preeminence of state authority” is so poorly misunderstood: The old media doesn’t much either understand or pay attention to the issues that govern education–namely, “few have focused on the outsized influence of the teachers union in the statehouse.” Neither school district or union officials have a vested interest in bringing public attention to their private bargaining sessions. Short of threats to strike, the media doesn’t get how the issues that are negotiated locally have an impact on education’s bottom line. Few scholars have researched the impact of collective bargaining on — or “the origin and history of state […]

While comparing education to cars isn’t a perfect fit, there is a lot to be learned from the comparison. As a thought experiment, the Cato Institute’s Andrew Coulson examines the change in costs and productivity in America’s education system and applies it to the automotive world (H/T Joanne Jacobs): What would the U.S. automobile industry look like if it were run the same way, and had suffered the same productivity collapse, as public schooling? To the left is a 1971 Chevrolet Impala. According to the New York Times of September 25th, 1970, it originally sold for $3,460. That’s $19,011 in today’s dollars. If cars were like public schools, you would be compelled to buy one of these today, and to pay $43,479 for that privilege (2.3 times the original price). To measure productivity in education this way assumes that the students being taught today are no more or less challenging than the students being taught in 1970. If they are harder to teach, higher costs would be required to maintain the same output. If they are easier to teach, less would be required. (At least that’s what the Education Policy Center people tell me … I’m not that hard to […]

It’s Friday, it’s hot, and I don’t want to make my Education Policy Center friends work too hard. But before I take a weekend break, here’s a story from the Rocky Mountain News that caught my attention: Summer slides occur in more than just water. During summer months, poor children fall behind academically more than wealthy children do. In fact, two-thirds of the learning gap between rich and poor can be attributed to unequal summer learning activities, research shows. Education activists call this the “summer slide” for students in Denver Public Schools. The story goes on to highlight calls for more federal funding of a special summer school program. I’m still young enough to believe this kind of stuff, but do these grown-ups really think a new government program is the best way to address the problem? What about the idea of year-round school? Or maybe at least summer school programs that aren’t dictated by bureaucrats in Washington, D.C.? Okay, that’s enough. If you’ll excuse me now, I think that water slide idea sounds really good.

Our governor has placed a lot of attention on the goal of cutting Colorado’s dropout rate in half in 10 years. To get a sense of what it will take to accomplish that goal, inquiring minds should go check out Diplomas Count 2008 by Education Week. (Thanks to John LaPlante at the SPN Blog for pointing it out.) There’s lots of information at your fingertips, such as: State-specific background reports with easy-to-read information … here’s the report for Colorado (almost 26 percent of students failed to graduate in 2005) A tool to compare Colorado’s P-20 Council to different states’ education alignment councils An interactive mapping tool that allows you to see how successful individual school districts are at seeing kids through to high school graduation Memo to Education Week: The Education Policy Center staff here says what you have put together is a great resource for looking at the dropout issue. But did you know that there is no way to find Colorado’s largest school district (Jefferson County, where I am right now) on your mapping tool? It doesn’t come up in a name search. It isn’t labeled on a map of the Denver metro area. What’s the deal? When […]

Holding back kids who have failed, rather than just pass them on to the next grade and the next teacher, is an education policy that strikes a lot of people as good common sense. But, of course, good common sense does not prevail so often in large public education bureaucracies. Apparently, in some cases, following the law can be a problem for public education bureaucracies, too. The brilliant Jay Greene writes about Georgia school officials who flouted a law that required students to pass a test in order to move up to the next grade: In Clayton County 97 percent of students who failed the re-test to get promoted or simply didn’t take the re-test were promoted to the next grade. When asked about why these students were promoted, the District issued a statement that said, “the philosophy of prior administrators was to promote students who failed and provide them remediation.” Oh. I see. The law says that students unable to pass the state’s test ought to be retained but Clayton County school officials had a different philosophy. Their philosophy was that they don’t have to follow the law. Jay knows this is more than just a problem of disobeying […]

When it comes to school choice and education reform, quite often good politics and good policy are at odds with each other. That’s one thing to draw from reading this post from Tampa Bay education writer Jeffrey Solochek about an initiative on Florida’s ballot this year: Teachers unions and their traditional allies filed suit against Amendment 9 two weeks ago, but they aren’t the only ones taking issue. A couple of prominent education researchers also see something wrong here. Jay Greene and Frederick Hess can hardly be accused of being fellow travelers. Greene is a senior fellow at the Manhattan Institute. Hess directs education policy studies at the American Enterprise Institute. But neither are fans of the “65 percent solution.” And neither likes the way Amendment 9 – pushed by Jeb Bush stalwarts on the Taxation and Budget Reform Commission – melds the 65 percent idea with a different policy issue involving vouchers. What exactly is the problem? Well, thanks to the results of numerous top-notch studies, we know school vouchers “are better supported by top-quality empirical evidence than any other education policy.” But the history of vouchers succeeding at the ballot box has been less than stellar. Fresh on […]

Are our schools and officials doing enough to ensure that enough skilled and effective candidates are getting into classrooms to teach kids like me? A recent Wall Street Journal article suggests the answer is still No, but a successful program is showing there’s hope for more change: Unions keep saying the best people won’t go into teaching unless we pay them what doctors and lawyers and CEOs make. Not only are Teach for America salaries significantly lower than what J.P. Morgan might offer, but these individuals go to some very rough classrooms. What’s going on? It seems that Teach for America offers smart young people something even better than money – the chance to avoid the vast education bureaucracy. Participants need only pass academic muster and attend the summer training before entering a classroom. If they took the traditional route into teaching, they would have to endure years of “education” courses to be certified. The American Federation of Teachers commonly derides Teach for America as a “band-aid.” One of its arguments is that the program only lasts two years, barely enough time, they say, to get a handle on managing a classroom. However, it turns out that two-thirds of its […]

Do private school vouchers help kids graduate from high school? A new study about the Milwaukee Parental Choice Program (MPCP) suggests that might be the case: In “Graduation Rates for Choice and Public School Students in Milwaukee: 2003-2007,” John Robert Warren, Ph.D., compares graduation data for students in the MPCP and the MPS. Dr.Warren concludes that “students in the MPCP are more likely to graduate from high school than MPS students.” According to Warren, had MPS graduation rates equaled those of MPCP students, there would have been almost 20% more public high school graduates between 2003 and 2007. Over the five years studied, that would have meant nearly 3,000 additional MPS graduates. The very smart Jay Greene also points out the need for caution: Warren acknowledges “he can’t say whether the voucher program caused their higher graduation rate.” But our Governor – who has promised to cut the state’s dropout rate in half – ought to pay attention over the next few years, as Jay Greene is working on a study that will help answer the question: Do private school vouchers help kids graduate from high school?

Some people just don’t want to believe that more boys than girls have a hard time in our education system. The really smart Jay Greene points out the problems with such a new report: The American Association of University Women released a report this week attempting to debunk concerns that have been raised about educational outcomes for boys. The AAUW report received significant press coverage, including articles in the WSJ and NYT. But the AAUW report simply debunks a strawman — er, I mean — strawperson…. Jay Greene goes on to explain how the AAUW report ignores the problem that boys are under-performing in our schools. Joanne Jacobs says the report is missing a big part of the point, too, and concludes: “Focusing more on the learning needs of boys isn’t necessarily bad for girls.” I still think girls are yucky, but Ms. Jacobs has a point. The authors of the AAUW report should have read what Independence Institute senior fellow Krista Kafer had to say last year for the Independent Women’s Forum. I agree with Krista: Parents know what’s best for their boys and their girls, and should be given more school choice to meet the unique needs of […]