Happy New Year’s, everybody! Enjoy the fresh start to an awesome new year. We’ll be back blogging tomorrow …
Happy New Year’s, everybody! Enjoy the fresh start to an awesome new year. We’ll be back blogging tomorrow …
Editor’s note: Peter Hanley is executive director of the American Center for School Choice.
I wish we could have a more sophisticated, more realistic discussion of testing in our education reform debate. We do not yet have testing right, but the noise, much of it irrelevant to constructive dialogue, is making it difficult to determine if we are making much progress.
For all the imperfections of No Child Left Behind, the evidence seems clear that focusing even imperfectly on achievement and academic outcomes, as well as highlighting key subgroup performance, made a difference. Testing was clearly a key part of NCLB and plenty of room for legitimate debate exists about the amount and use of those tests. But the ongoing campaigns to nearly abandon testing, especially standardized testing, seem an overreaction and ill-advised.
The progress could have been greater. We could have been smarter and not allowed politics to put so many states in a race to dumb down the definition of “proficiency” so they could appear academically stronger than they were. The Fordham Foundation still rates only 10 states with history standards at an “A” or “B” level. Most of the science standards are mediocre to poor. The English/language arts standards improved little between 2005 and 2010. So in much of the country, even assuming the tests were aligned to the standards, we were starting with many defects built into the assessment system. If the standards did not ask for much critical thinking, problem solving, or teamwork skills, testing for them was highly problematic from the start. Yet this fundamental flaw is seldom a factor in any conversation about testing.
Nevertheless, the system broke through some stagnation despite NCLB’s shortcomings. Installing a testing and accountability system, however flawed, played a significant part. After treading water or deteriorating for 30 years, the high school graduation rate improved between 2000-10, even for African-Americans and Hispanics. To be sure, we are not anywhere close to where we need to be, but we got better. The focus on reading and math, on testing and then publishing the results, seems likely to have contributed to materially higher NAEP scores in the 2000 decade than over the previous period of the late 1980’s and 90’s. The result: greater numbers of better prepared freshmen entering high school, in turn leading to higher percentages of them graduating. This increase occurred even though 70 percent of high school students by 2010-11 had to pass some sort of exit exam to receive a diploma.
For all the continuous complaining about “teaching to the test,” where the standards were high and the tests were aligned, that did not seem to be a bad thing. In California, with which I am most familiar and whose standards are Fordham-rated at mostly the “A” level, academic progress has been steady. In 2013, the majority of students were “proficient” in math, English and science compared with one-third 10 years earlier. Unquestionably, many issues still remain in California – performance of subgroups, especially Latino students, and performance at the high school level, which is much lower than at the elementary level, to name just two of the most worrisome. But until California put in place its own stricter accountability system in 1999, tied heavily to testing and then coupled with NCLB, education outcomes had deteriorated markedly. Continue Reading →
Editor’s note: Julio Fuentes is president and CEO of the Hispanic Council for Reform and Educational Options. This is the fifth post in our #schoolchoiceWISH series.
K-12 education is one of the hottest issues during every state’s legislative session. But when it comes to ed reform, bipartisanship does not come easy. Too often, when that reform bill hits the floor, whether it’s on accountability, choice or funding, civility goes out the door and the mentality of “us against them” takes over.
The nasty and insulting remarks that are hurled would send any child in school straight to the principal’s office. But bickering over whose agenda is more robust won’t get things resolved. And at the end of the day, we all want the best for our children.
So this is my school choice wish for the year 2014: I wish legislators across the country would work together to approach education reform with a bipartisan mindset. I wish for them not to let their party’s viewpoints blind them from making the best decisions that are beneficial for our children.
It’s clear that’s what the public wants.
According to the Pew Research Center’s recent policy survey, “Overall, 66% [of Americans] say either that the education system in this country needs to be completely rebuilt (21%) or that it requires major changes (45%).” When the findings are narrowed down to political parties, they show “about two-thirds of Republicans (65%), Democrats (67%), and independents (67%) agree that the education system needs at least major changes.”
Our legislators need to react to these numbers. They represent us. We elect them and rely on them to make decisions that will ensure a better future for our students. Education reform is not just a Republican agenda; Democrats too want to see changes in America’s neighborhood schools. Instead of all this fighting on the floor, our leaders need to change to make real transformation. Continue Reading →
School choice: Pinellas County schools Superintendent Mike Grego pushes to expand educational opportunities to woo back parents and students. Tampa Bay Times.
Magnet schools: A Polk County middle school for the arts class tries seating kids on bouncy exercise balls instead of a traditional desk and chair to help them focus better. The Ledger.
Private schools: Academy of the Holy Names in Tampa invests in technology to foster better collaboration and critical thinking among students. Tampa Bay Times.
Certificates of Completion: The not-quite-a-diploma certificate cripples career opportunities, writes the Fort Myers News-Press. Hillsborough County students look to the ACT to get their diplomas. Tampa Bay Times.
Common Core: The new education standards, state grades and teacher evaluations and pay are among the education issues to watch for in 2014. StateImpact Florida.
School funding: The Palm Beach County School District should lobby legislators to restore the 50-cent millage rate, writes Rick Christie for the Palm Beach Post.
Editor’s note: Dr. Howard Fuller is board chair of the Black Alliance for Educational Options. This is the fourth post in our #schoolchoiceWISH series.
My parental school choice wish this year is to see substantive and real improvements in the life chances of all of our children, particularly those who come from low-income and working-class Black families in America.
For them, the realization of the promise of the American dream remains largely elusive. The crushing impact of poverty with all of its manifestations is the primary reason they face huge odds in their quest for a better life. For them, the only chance they have to improve their individual lives is to have access to a quality education. Yet, in America today, 42 percent of black students attend schools that are under-resourced and performing poorly. Forty-three percent of African-American students will not graduate from high school on time with a regular diploma.
These horrific data will not get better without empowering parents to be able to choose better options for their children. Yet, opponents of parent choice and other transformational education reform initiatives continue to place one obstacle after another in the path of parents seeking the power to choose the best educational environment for their children and/or to fundamentally change some of the systems that purport to educate their children. While cloaking their arguments against these reform efforts in the rhetoric of protecting democracy, ensuring equity, and supporting social justice, they are in fact this generation’s protectors of the status quo. Many of them were at one time opponents of the bureaucracy that now stands in the way of fundamental change, and fighters to empower the people. Now, they ARE the bureaucracy and no longer interested in giving power to the people!!
Throughout history, black people have waged a continuing struggle to educate themselves and their children. Time and again, black people have been in a position where others have had the power to make fundamental decisions about the education of their children. While those in power have employed very different means, the net result has left low-income and working-class African-Americans with fewer high-quality educational options. Continue Reading →
As children, my sister Moo and I were regularly prompted at holiday gatherings to sing “All I Want for Christmas is My Two Front Teeth,” a crowd-pleasing performance made even more so by our mangling all instances of the “s” and “r” sounds in the song and strategically placing a wad of Black Jack chewing gum to simulate missing teeth. As best I can recall, that was the last time I was ever asked to announce a Christmas wish in a public forum – until now.
It’s no longer a secret that charter schools are taking a toll on private schools. The evidence is overwhelming. A study by Abraham Lackman, published earlier this year in the Albany Government Law Review, estimates about one-third of students in charter schools in New York State come from Catholic schools. The results have been a slew of Catholic school closings, a drain on government budgets, and an enormous cost to taxpayers.
At the national level, a report last year from the Cato Institute estimates that at the elementary school level in highly urban districts, about 32 percent of charter students come from private schools.
Religious and independent schools are accomplishing here and now what everyone wants: low drop-out rates, high college-going rates, above-average student performance. It makes no sense whatsoever to let these schools fade away. Their closings represent an astounding loss of opportunity for families and children.
Understandably, the private school community has mixed emotions about charter schools. Charters advance school choice, enabling some parents to make a better match between the needs of their children and the offerings of a school. And, after all, a pillar of private education is the protection of a parent’s right to choose a child’s school.
But another pillar is the preservation of pluralism in education, which ensures a variety of truly distinctive schools from which parents can make that match, including faith-based schools, which offer a dimension of education unavailable in any public school. Continue Reading →
Editor’s note: Robert Enlow is the president and CEO of the Friedman Foundation for Educational Choice, the school choice legacy foundation of Milton and Rose D. Friedman. This is the second post in our #schoolchoiceWISH series.
Google “Top Christmas Toys of 2013” and you’ll find the first result, Target, allows users to search potential presents by age, gender, price, category, and even brand. To make education just as customizable, I have two items on my policy wish-list this holiday season.
First, increase the size and permissible uses of school choice.
Take Arizona’s education savings accounts (ESAs), which families can use to cover private school tuition, tutors, therapies, online courses – or a combination of those tools – and even college expenses. As the Heritage Foundation’s Lindsey Burke found, 34.5 percent of ESA recipients used their funds for multiple education services, proving many kids need dramatically different learning environments beyond just existing public, and private, schools.
Unfortunately, Arizona’s ESAs continue a trend of missed opportunity in the school choice movement: making programs open to a select few. ESAs are available to only 20 percent of Arizona students. School choice is about much – and many – more.
Milton Friedman wrote in 2000, “I have nothing but good things to say about voucher programs…that are limited to a small number of low-income participants. … But such programs are on too small a scale, and impose too many limits, to encourage the entry of innovative schools or modes of teaching. The major objective of educational vouchers is…to drag education out of the 19th century – where it has been mired for far too long – and into the 21st century, by introducing competition on a broad scale. Free market competition can do for education what it has done already for other areas, such as agriculture, transportation, power, communication and, most recently, computers and the Internet.”
That leads to my second hoped-for policy present: Parent-driven accountability.
To make Milton Friedman’s desired outcome a reality, accountability cannot mean solely the application of, and performance on, standardized tests. Imposing “too many limits” on private schools discourages the creation of new educational models and encourages educators to mimic the decades-old public institutions many families want to escape.
Parents are up to the challenge when it comes to holding schools accountable. Continue Reading →