Tag Archives: Krista Kafer

Update: The good people of Ed News Colorado have also written about The State of Charter Schools in Colorado (PDF), breaking down some of the key information if you don’t have time to dig through the whole report. Do you need a good reference digest of important information on charter schools in Colorado? Well, my friend and Education Policy Center senior fellow Krista Kafer has done it again, joining Dr. Dick Carpenter to co-author another valuable report for the Colorado Department of Education. The brand new report is called The State of Charter Schools in Colorado (PDF). Skim through it, and you’ll see there really is no such thing as an average charter school. As the movement has grown in our state over the last 15 years, both the number and the diversity of charters has increased.

I was never really big into the whole preschool thing. My parents decided not to enroll me anywhere before kindergarten. So maybe I’m biased a little bit, but the piece “Does Universal Preschool Improve Learning? Lessons from Georgia and Oklahoma” by Lindsey Burke of the Heritage Foundation really shoots holes in many of the arguments for expanding early childhood education. Apparently, the idea that universal preschool gives kids an accelerated start into improved learning just doesn’t bear out on any large scale. Especially when you look at the Sooner State (and I think you ought to look at it sooner rather than later): More than a decade after offering students uni­versal preschool, neither Oklahoma nor Georgia has shown impressive progress in students’ academic achievement, as measured by the National Assess­ment of Educational Progress. In fact, in Oklahoma, fourth-grade reading test scores have declined since 1998 when the state first implemented universal preschool. Say what? Well, I guess you shouldn’t be too surprised — if you’ve been following what I say for any length of time. Like several months ago, when I pointed out what the brilliant Krista Kafer said about the overblown promises of government preschool pushers. They may not […]

A couple days ago I brought your attention to the closure of a struggling Denver charter school, but made the point: For every Amandla that (as far as I can tell) deserves to be shut down, there is a Cesar Chavez, West Denver Prep, Ridgeview Classical, and many other Colorado charter schools that are doing great work providing families successful alternatives to the traditional public education model. That’s great, you might say, but how can I figure out what makes a charter school good or not? Well, have no fear. My friend and Education Policy Center senior fellow Krista Kafer has co-authored a report for the Colorado Department of Education called A Typology of Colorado Charter Schools 2009 (PDF). The more dedicated among you may want to dive right into the report, but I suggest you whet your appetite for this important topic first by listening to a brand-new iVoices podcast that Krista recorded with Center director Pam Benigno: Near the end of the podcast, you also will hear Krista talk about her newly updated issue paper A Chronology of School Choice in the U.S. (PDF). If you haven’t read it already, please check it out!

School choice doesn’t provide all the answers to our education challenges, but it’s becoming very hard to deny that choice in itself yields some positive results. Look at the new results (PDF) from the University of Arkansas’s School Choice Demonstration Project for the Milwaukee Parental Choice Program (MPCP). Milwaukee isn’t just famous for that show about two women who work as brewery bottlecappers. The Wisconsin city is the granddaddy of school choice programs, and probably the best place for in-depth studies of all sorts of issues surrounding choice. And the School Choice Demonstration Project has brought together some of the best and most experienced education researchers – including Patrick Wolf, John Witte, and Jay Greene – to do just that. The series of studies released this week focus on everything from fiscal impacts to parental satisfaction to academic growth and real estate prices. Some of the more interesting findings:

Yes, I’m not ashamed to admit it: I’m a big (and maybe the youngest) fan of Krista Kafer. The column Krista wrote for yesterday’s Rocky Mountain News is just the latest reason — even though she does tell readers to do more homework: While rankings and other analysis can provide the public and parents confidence in charter schools as a whole, school-by-school information is actually more important to individual families. When considering public schools – whether district-run or charter – the [School Accountability Report] is great place to start when choosing a school. Parents shouldn’t stop there. They should check out other sources of information such as www.greatschools.net, www.schoolmatters.com and www.schoolchoiceforkids.org. Next they should visit the school’s Web site and the school building. You don’t have to be an education expert to recognize student disengagement, apathy or boredom. Kids wandering aimlessly, teachers yelling angrily or trash scattered about the floor – these would be bad signs. Talking to other parents, teachers and students is a must. Families who want to look for a charter school for their child, or to take advantage of the open enrollment process and find a different traditional public school, you have to read the whole […]

With her column published yesterday, Independence Institute senior fellow and Face The State columnist Krista Kafer drops a fly or two into the early childhood education debate soup: In Colorado, taxpayers spend $29 million a year on state preschool programs. Denver voters passed a sales tax in 2006 to subsidize preschool. According to a Denver Post article by Jeremy P. Meyer, 3,650 students receive subsidies. James Mejia, director of the Denver Preschool Program, told Meyer that “Studies show that for every dollar you spend on early childhood education, you will get back $10 to $12 in services you would otherwise be spending on social services, incarceration, remediation.” Sounds great, but upon closer examination, this just isn’t true. The cost-benefit analyses routinely bandied about by advocates come up short. The analysis is largely based on exaggerated claims from a tiny subset of studies misrepresented as the whole. When the vast majority of research is considered, it becomes clear that preschool does not reap the amazing benefits touted by advocates. Four decades of legitimate research actually shows that the majority of low-income children experience only short-term positive impacts and there is little long-term impact from preschool participation. Research also shows that preschool […]

An interesting story from the Arkansas Democrat-Gazette looks at an elementary school that has divided boys and girls into separate classrooms (H/T Joanne Jacobs): In a typical classroom, the boys are asked to sit calmly in desks, complete story problems and answer questions after raising their hands. But speed, enthusiasm and competition get the pupils in Long’s all-boys class motivated to learn and to participate, she said. Teachers at Monitor Elementary School in Springdale created classrooms segregated by sex as an experiment to allow teachers to adapt their strategies to each, Principal Maribel Childress said. The idea of sex-segregated classrooms has been catching on more and more in different parts of the country, though it’s still a fairly rare enough practice that it makes articles like this one of general interest. Like so many other things in education, separating boys and girls into different classrooms isn’t the be-all and end-all answer to our problems. (But it’s not a bad idea. Who needs yucky girls around, anyway?) One critic quoted in the story – New America Foundation senior research fellow Sara Mead – makes a great point: The variation among students within each sex is greater than the average differences between […]

According to the Rocky Mountain News, some educators in the Denver area – at least at one elementary school – are starting to adjust the school day to help boys: A not-so-quiet revolution is taking place in reading and writing instruction inside some classrooms at Hackberry Hill Elementary School in Arvada. Students are encouraged to get up and move, stretch and talk about their work every 20 minutes or so. Brain breaks, Principal Warren Blair calls them. In some cases, boys are also allowed to write about things that might have previously been frowned upon — bodily functions come to mind, or anything with a good gross-out factor. It’s part of the school’s attempts to address a global phenomenon, reinforced by recently released Colorado Student Assessment Program test results, showing boys consistently scoring lower than girls in reading and writing. Hey, I like this idea of a brain break. Sometimes you have to be creative to find ways to address the needs of different students. But I was left wondering what Hackberry Hill parents think of the idea. It would be interesting to see what moms and dads think. After all, they know their kids best. In writing about the […]

It’s exciting to see how much school choice has grown lately (even though it would be better to see some of it happening here in Colorado). I’ve told you about new programs in Georgia and Louisiana just in the past several weeks. Well, if you want to get a sense of all the different private school choice programs out there, you have to check out the Independence Institute’s “Voucher and Tax Credit Programs in the Nation” page. The page has just been updated by Marya, one of the nice people here in the Education Policy Center. I know it’s summer, so I can’t stand to think much about school either. But if you want to get a good historical picture of school choice in the United States, you also should read the newly-updated report by senior fellow Krista Kafer. So check out the updated web page and the updated report. Think of it as your homework assignment: a fun homework assignment. Besides, it’s not really that much to read and it’s not due right away either. Back to the playground!

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 […]