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    • Jack Coons
    • Dan Lips
    • Chris Stewart
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Demographic Research

AnalysisCoronavirus / COVID-19Demographic ResearchEducation PollingFeaturedPrivate SchoolsSchool Choice

Private school families more satisfied with schools during pandemic, survey finds

Patrick R. Gibbons January 21, 2021
Patrick R. Gibbons

Nearly a year after the COVID-19 pandemic began and reshaped the nation’s education system, parents of private and charter school students are more likely to be satisfied with their schools and less likely to report a negative effect on learning than their public school counterparts. That’s a key finding in the latest survey from Education Next.

The survey was conducted by Michael B. Henderson of the University of Louisiana, and Martin West and Paul E. Peterson, both of Harvard University. The researchers surveyed 2,155 American parents with children in grades K-12 in December, examining parental satisfaction as well as the impacts of remote and hybrid learning on students since the pandemic started.

As with the last survey in September, parents expressed general satisfaction even as their children are learning less. Private school students continue to be more likely to receive in-person instruction, where parents are more likely to report lower levels of learning loss and lower negative impacts on the student’s social, emotional and physical well-being. Overall, parents are generally satisfied with schools (71% district, 73% charter and 83% private). Private school parents are more likely to be very satisfied – 55% – compared to 35% for charter parents and 25% of district parents.

Just 18% of private school parents reported their children were learning remotely, compared to more than half for district and charter school students.

Despite this broad satisfaction across sectors, 60% believe their children are learning less than they did before. In-person learning was closely related to higher reported satisfaction and lower reported learning losses.

A small difference exists between sectors regarding impacts on “student’s academic knowledge,” with 38% of district parents reporting negative impacts to 30% of private school parents. A similar 8-point difference was observed for parents reporting negative effects on their child’s emotional well-being.

Parents do report significantly higher negative impacts on their child’s social relationships and physical fitness at district and charter schools compared to private ones.

Private schools offering remote learning do lag behind their counterparts for teachers meeting with the entire class, but there’s little difference on one-on-one teacher student meetings. Remote private schools also lag behind on weekly homework assignments (84% of parents report weekly assignments) compared to district schools (93% of parents report weekly assignments).

The survey also makes several interesting observations.

While district enrollment fell 9 percentage points between the Spring and Fall of 2020, researchers found it had little to do with the school districts’ response to the Covid pandemic.

Just 10% of new private school students and 14% of new charter school students switched due to dissatisfaction with their prior school’s response to Covid. However, among new home school parents, 61% were dissatisfied with their prior school’s response to Covid.

Meanwhile, 32% of private school parents and 19% of charter parents were dissatisfied with their prior school in some way. Parents were more likely to switch schools because of moving or because their prior school no longer offered the child’s grade level.

Covid safety appears to be roughly similar across sectors. While private school students are far more likely to attend school in person, parents across all sectors report incidents of Covid infections at roughly the same rate. Parents also equally report their school sector is doing “about the right amount,” when it comes to Covid safety measures.

Another discovery was the rate at which parents utilized in-person learning when compared to local Covid infection rates. Counties in highest quartile of infection rates offered more in-person learning options than counties with the lowest options.

Despite noting this “perverse result,” researchers also state that the observed result does “not constitute evidence that greater use of in-person learning contributed to the spread of the virus across the United States.”

Despite children learning less, parents are generally satisfied across all school sectors.

January 21, 2021 0 comment
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Commentary and OpinionDemographic ResearchFeaturedSchool Choice

The grading lies we tell our students

Special to redefinED December 1, 2020
Special to redefinED

Editor’s note: In September, the Florida Council of 100, in cooperation with the Florida Department of Education, released a study that pointed to a “rigor gap” between the grades Florida high school students receive and their mastery of content required to pass end-of-course exams in Algebra I and Grade 10 English Language Arts. This commentary from Steven Birnholz, Florida Council of 100 executive vice president and director of policy, and Eric Frey, an economist for the Florida Council of 100, published recently on the Thomas B. Fordham Institute’s website, expands on that story and explains why the “rigor gap” matters.

Two years ago, Seth Gershenson and Fordham published Grade Inflation in High Schools, groundbreaking research examining the relationship between students’ Algebra I course grades and end-of-course (EOC) test results in North Carolina. Gershenson found that 36% of Algebra I students who scored a “B” in the classroom did not pass the state’s corresponding EOC. Now there is evidence from Florida.

Our recent work in the Sunshine State also uncovered a chasm between students’ grades and EOC scores for courses required for graduation. Looking at Florida Algebra I and tenth grade English students from 2015–18, we found that 55% of students who did not pass the Algebra I EOC, and 72% of English students who did not pass the EOC, received a “C” or higher in the course. Further, more than a third of students who did not pass the EOC for 10th-grade English received a “B” or higher in the course.

We call this disparity between a school’s evaluation of a student’s level of mastery of state standards and the student’s demonstrated mastery of those standards on corresponding statewide standardized tests “the rigor gap.” This rigor gap matters for two key reasons.

First, it is not hard for any of us to think back to a class where we did not learn as much as we could have, or should have, because we knew the teacher’s grading practices made the course an “easy A.” In fact, a 2010 study showed that students study 50% less when they expect teachers to award relatively higher grades.

This reduction in what is learned in a course can have serious personal and economic consequences. Just like we did, today’s students will likely study less than they would have if their teacher held them to a higher standard, and by the time the student has received their EOC score, which raises the question of which measurement of knowledge should be given more credence, it is time to enjoy summer recess or focus on the next class in the subject’s succession.

Second, the rigor gap should be concerning to students and parents because it illustrates that many are investing two of life’s scarcest resources, time and money, into college or career decisions based on incomplete or misleading information about their chance of success. A 2017 nationwide survey found that while 84% of 12th-grade students want to go to college, only half felt that their school had helped them develop the skills and knowledge they need for college-level classes. Part of this likely arises from the lack of conviction students may possess in their abilities when their course grades and EOC results tell opposing stories.

It is also worth noting that, while this research was conducted with student data prior to the COVID-19 pandemic, we hypothesize that the drastic impact it had on students’ learning experiences during the 2019-20 spring semester has likely exacerbated the rigor gap presented in the cohorts which comprise our research through, among other things, more lenient grading practices. These include “do no harm” grading, pass/fail systems, or even “no grade issued” approaches.

This lack of incentive to work to raise a “C” to a “B” — or to receive any grade at all — likely decreased many students’ mastery of standards typically covered in the latter half of the school year. The effects were further magnified by the cancellation of year-end summative assessments based on the suspension of federal requirements. If a second year of waivers were to be granted, some students could be halfway through high school without an honest answer to how prepared they are for their desired future.

Fixing the rigor gap is not an easy proposition, but research from North Carolina and Florida tells us it will lead to students learning more — regardless of race/ethnicity, gender, or previous academic performance. Accomplishing this will require a collaborative effort among school leaders, teachers, parents, and students.

For district and school leaders, closing the rigor gap can be supported by, among other things, increasing the efficiency by which students’ course grades and EOC scores can be compared. Here in Florida, and we’re confident this issue exists in other states, the amount of effort that must be undertaken by teachers in certain school districts to compare their students’ course grades and EOC scores is unacceptable.

We believe that, once cognizant of the existence of, and educational damage caused by, the rigor gap, many teachers will naturally adjust their grading practices to better ensure that students are mastering state standards throughout the year and, thus, are more prepared for their EOCs. For those classrooms that persistently display a rigor gap, an infrastructure which provides clear, efficient presentation of this information will better equip school administrators to have an objective conversation with their teachers on this important subject.

For parents and students, the awareness of this rigor gap means a failing EOC score should spark sincere reflection, rather than them brushing it off because of a high grade in the corresponding course. If the local school district provides concise interim, formative assessments, it means the reflection and comparison of course grades and EOC scores can start earlier to avoid potentially finding out how behind one is at the end of the school year.

Although the rigor gap is likely nothing new, the time to address it is now. It is high time that students are told the truth so they can approach their dreams with the conviction that they are ready.

December 1, 2020 1 comment
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Coronavirus / COVID-19CustomizationDemographic ResearchEducation ChoiceFeaturedNewsParental ChoicePrivate SchoolsSchool Choice

Survey indicates many K-12 private schools are flourishing during the pandemic

redefinED staff November 30, 2020
redefinED staff

As schools continue to struggle with balancing the health needs of their communities with the education needs of their students, one segment of the K-12 education landscape has shown resilience, and in many cases, is managing to thrive.

According to a survey of 160 private schools in 15 states and the District of Columbia launched by the Mid-South Independent School Business Officers association, almost half reported they have experienced higher enrollment in the current school year relative to the prior year. Of schools where enrollment was unchanged, 14 reported they already were at capacity and could not have added to their enrollment.

At the time the survey was conducted (Nov. 18-20), 121 of the schools were engaged in full-time, face-to-face learning. The remaining 39 were following a hybrid schedule with some students learning in classrooms for part of the week and virtually for the rest of the week. None of the schools surveyed were fully virtual.

Most schools in the survey are in five states – Florida, Georgia, North Carolina, Tennessee and Virginia – according to Damian Kavanaugh, president of the nonprofit group MISBO.

“Families make school decisions for their children based on many factors, but the economic hit that most households have taken should have led to fewer families being able to afford a private school education for their children,” Kavanaugh wrote in a commentary for The Hill. “Based on our survey results, one reason independent schools may have gained enrollment during these tough economic times is that these schools have been more likely to remain open, having created detailed protocols based on Centers for Disease Control and Prevention and other guidelines to maintain student and teacher safety.”  

Kavanaugh pointed out in his piece that given the severity of the pandemic-related recession, and taking into consideration that private school enrollment today remains below 2007 figures, it was reasonable to expect a decline in private school enrollment for the current academic year. 

“It seems like the independent school sector is having success balancing the goals of keeping students and teachers safe while providing a quality education during these challenging times,” he said. “And, despite the economic challenges faced by many families, more American families are making the increasingly difficult financial sacrifice to entrust private, independent schools with the education and care of their children.”

November 30, 2020 0 comment
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Commentary and OpinionDemographic ResearchEducation and Public PolicyEducation ChoiceEducation LegislationFeaturedHope ScholarshipParent EmpowermentParental ChoiceSchool Choice

Manhattan Institute releases report on Florida Hope Scholarship Program

Matthew Ladner November 25, 2020
Matthew Ladner

Manhattan Institute senior fellow Max Eden recently authored a report on the legislative origins and history of the first education choice program for students who have experienced bullying in public schools.

In the report, Eden wrote:

“Education reformers have long lamented America’s persistent racial and socioeconomic achievement gap and framed school choice as a means to provide low-income students of color trapped in failing schools with a ticket to a better education. Yet when parents who participate in school choice programs in states like Georgia or Indiana have been surveyed, at least half of them cite safety as a primary motivating factor.”

Eden familiarized himself with the subject of bullying in Florida public schools when he co-authored the book Why Meadow Died about the Parkland, Florida, school shooting. Why Meadow Died lays out a methodical case regarding the dozens of times a disturbed and violent public school student has been mishandled by school and police authorities before finally going on a murder spree.

In this new report, Eden more happily profiles a program designed to allow the victims of bullying to escape from their tormentors. He writes:

“The Speaker’s office noticed that they were receiving e-mails from parents who were upset at the school’s inability to protect their kids. Parents were saying, ‘This has been happening for years, and they do nothing. They just, at most, give the kid a detention or an in-school suspension and say, ‘That’s the most we can do.’

“Corcoran and his staff reviewed data from Florida’s School Environmental Safety Incident Reporting (SESIR) system, which showed 47,000 incidents in the latest reported year (2015–16) — a figure they felt certain represented only a small fraction of the total. They estimated that there could be as many as 100,000 victims of bullying and abuse. ‘We started brainstorming,’ Ochs says. ‘What could we do? There were already policies in place to address bullying. Maybe we could increase the penalties based on the number and type of an incident? Then a lightbulb just kind of went on for us: this fits with the school choice paradigm. We need to empower parents. They just want their kids protected, and that’s not always happening, so we need to give them the power to force the school’s hand or just get their kid to a safer environment.’ ”

The report quotes several families whose lives have been transformed by the program. One parent described their child as having previously been through “daily torture” while another described a public school whose discipline was so ineffective that that the family sought and received a restraining order from a judge.

In Year 2 of existence, the Hope Scholarship remains a small program. A lack of public awareness and a seeming unwillingness on the part of school district officials to follow the law seem to be contributing factors.

A spring 2020 survey of participating parents by Florida State University’s Learning Systems Institute found that about 70% of respondents learned of the Hope Scholarship on their own or from a third party, not from the school district that had a legal obligation to inform them of it. Some parents reported resistance from public school officials. According to one parent, “The school seemed very hesitant to give me the form. I had to go to the office and basically demand it and make them sign it.”

Another group of parents indicated that the school had refused to acknowledge that bullying had occurred. One parent indicated “the Hope notification form was a challenge because the principal and dean at [school name redacted] refused to acknowledge that the bullying was taking place. They refused to communicate with me in a timely manner. I had to make threats to go to the school board commissioner to get them to respond to the bullying issues.”

While Florida’s bullied children have access to a variety of education choice programs beyond the Hope Scholarship, the Florida Legislature should make this program more accessible. Expecting district school principals to investigate and acknowledge in writing that bullying may be occurring in their schools is unrealistic and is an obstacle that few families are able to overcome.

A program for bullied children would be substantially more useful if it were not so easily thwarted.

November 25, 2020 0 comment
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CustomizationDemographic ResearchEducation PollingEducation Savings AccountsFeaturedNewsSchool Choice

Parents, teachers indicate support for ESAs, national survey finds

redefinED staff November 9, 2020
redefinED staff

Two findings related to education savings accounts have emerged from a recent poll conducted by EdChoice as the education reform organization continues to track COVID-19-related trends.

The first: Support for ESAs, which allow parents to withdraw their children from public district or charter schools and receive a deposit of public funds in government-authorized savings accounts with restricted but multiple education uses, has remained steady throughout 2020.

The second: Support for ESAs among teachers in all education settings – district, charter and private – increases when information about ESAs is provided.

The number of parents indicating strong support for ESAs held steady at 36% through the spring and early summer, rose to 42% in July and tapered back to 37% as the new academic year got underway. The number who indicated some support for ESAs fluctuated between 33% and 40% in the spring, peaked at 43% in June and settled at 36% in September.

Since January, the number of parents who either strongly opposed or somewhat opposed ESAs has hovered between 2% and 8%.

Parental support for education savings accounts

When asked their opinion of ESAs in K-12 education based on what they know or have heard from others, 61% of teachers overall indicated support. That figure rose to 76% when a description of ESAs was provided. The level of ESA support among district teachers rose from 57% to 74% once a description was provided, while support among charter school teachers rose from 67% to 75%.

Private school teachers indicated the greatest level of support both before and after hearing a description of ESAs, 76% and 87%, respectively.

Teacher support for education savings accounts, before and after a description

Other poll questions queried respondents on learning pods, teacher morale and in-person versus remote learning. Full results are available at https://www.edchoice.org/engage/edchoice-public-opinion-tracker-top-takeaways-september-2020/.

November 9, 2020 0 comment
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Commentary and OpinionDemographic ResearchEducation and Public PolicyEducation ChoiceEducation SpendingFeaturedFlorida Tax Credit ScholarshipPrivate School ScholarshipsSchool Choice

Florida’s tax credit scholarship saves taxpayer dollars and helps students succeed

Special to redefinED November 6, 2020
Special to redefinED

Editor’s note: This guest editorial written by Florida Sen. Joe Gruters, who represents District 32 and serves as chairman of the Republican Party of Florida, first appeared in the Sarasota Herald Tribune.

In her Nov. 1 column, (Herald Tribune opinions editor) Barbara Peters Smith wrote that she welcomes a debate on school vouchers – as do I. But she describes a very different education landscape than the hard facts reveal. Two decades of data demonstrate that Florida’s Tax Credit Scholarship program has benefited the low-income students it is aimed at.

First, we need to put to rest the idea that private schools improve outcomes because they “weed out” students less likely to succeed. The truth is students who choose the FTC – 68% of whom are Black or Hispanic, with an average annual family income of about $25,755 – are among the lowest-performing students in the public schools they leave behind.

According to research by the Learning Systems Institute at Florida State University, new scholarship students scored roughly 5 percentile points lower in math and reading than scholarship-eligible public students in the year before they started on the scholarship. A 2013 report described the difference this way: “Scholarship participants have significantly poorer test performance in the year prior to starting the scholarship program than do non-participants … These differences are large in magnitude and are statistically significant.”

If that is “weeding out,” then private schools are doing a poor job of it – they’re taking the kids who have the biggest mountains to climb academically.

And yet, standardized test score analyses of FTC students consistently show that even though scholarship students were, on average, the lowest-performing students in their prior public schools, they’re now making the same annual learning gains as students of all income levels nationally. In other words, the average scholarship student has moved from falling further behind grade level each year to gaining a year’s worth of knowledge in a year’s worth of time.

That has led to long-term success. In its 2019 report, the Urban Institute found that FTC students were up to 43% more likely to enroll in four-year colleges than their public school peers, and up to 20% more likely to earn bachelor’s degrees. For those who used the scholarship four or more years, the outcomes were even stronger – up to 99% more likely to attend four-year colleges, and up to 45% more likely to earn bachelor’s degrees.

All these improved outcomes are coming at far less cost than the alternative. According to a 2019 analysis by Florida TaxWatch, the average amount for a Florida Tax Credit Scholarship was $6,447 in 2017-18, while the average per-pupil funding for Florida district schools was $10,856. That puts the value of the scholarship at 59% of the average, per-pupil cost in district schools.

It’s not just private school students who are benefiting from scholarships. A report this year from the National Bureau of Economic Research found as the FTC program expanded, students attending public schools most affected by the increased competition from private schools experienced higher test scores, reduced absenteeism and lower suspension rates.

Meanwhile, during this two-decades growth in tax credit scholarship enrollment – and education choice in general – Florida overall has made impressive strides in academic achievement. Florida ranks No. 3 in the nation in K-12 achievement, its highest position ever. The state also ranks No. 1, No. 1, No. 3, and No. 8 on the four core tests of the National Assessment of Educational Progress.

So much for choice dragging down Florida public schools.

The results are indisputable positives for Florida students, particularly low-income students. That’s why education choice supporters like me welcome a debate on scholarship programs: We have the facts on our side.

November 6, 2020 0 comment
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AnalysisCharter SchoolsDemographic ResearchEducation ChoiceEducation PollingFeaturedMagnet SchoolsPrivate School ScholarshipsPrivate SchoolsPublic School ChoiceSchool Choice

Office of the President releases new data on education choice

Patrick R. Gibbons October 30, 2020
Patrick R. Gibbons

Percentage distribution of students age 5 through 17 attending kindergarten through 12th grade by school type, 1999 and 2016

The percentage of students accessing schools of choice has increased dramatically over the past 30 years, with growth coming from the expansion of both public and private school choice options, according to a new report from the Council of Economic Advisers.

Among the findings of the council, an agency within the Executive Office of the President charged with offering the President objective economic advice on the formulation of domestic and international economic policy:

Private school scholarships have grown considerably, but still make up a small portion of the K-12 student population, with 539,000 students utilizing tax-credit scholarships, vouchers or education savings accounts to enroll in private schools.

With the inclusion of public options, more than 5.8 million students were enrolled in charter and magnet schools in 2016, the latest available public school data. That figure was up from about 1.5 million students enrolled in charter and magnet schools in 2000.

Importantly, the number of students attending their assigned public school dropped from 74.1% to 68.8% between 1999 and 2016. In Florida, 54.8 percent of K-12 students attended assigned public schools in 2018-19, the most recent figure available.

Public choice schools grew by 4.3 percentage points and home education grew by 1.6 percentage points. Though private school scholarships have grown considerably, private school enrollment has dropped 0.8 percentage points nationwide.

The report’s authors conclude that expanding choice options could help low-income and minority students. Florida already is a national leader on that front, with 41% of students attending schools of choice in 2018-19, the latest data available.

The state’s most popular options include charter schools, open enrollment, magnet schools and career academies enrolling more than 600,000 students, about half of all choice students in the state. By comparison, only about 152,000 students utilized scholarships to attend private schools in Florida.

With the inclusion of 237,200 students attending private schools through private pay, more than 45% of Florida students attend schools of choice.

October 30, 2020 0 comment
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2020 Presidential ElectionAnalysisCommentary and OpinionCoronavirus / COVID-19Demographic ResearchEducation SpendingFeaturedTesting and Accountability

NAEP scores: American public schools spend more but deliver less for students, families, taxpayers

Matthew Ladner October 29, 2020
Matthew Ladner

The performance of American public schools was in decline before the pandemic struck; based on the latest results from the National Assessment of Educational Progress released Wednesday by the National Center for Education Statistics, things are likely to only get worse from here.

The data show the average reading score for the nation’s 12th-graders declined between 2015 and 2019. Meanwhile, there was no statistically significant change in 12th-graders’ average mathematics score for the same time period.

Bottom line: considerably more money per pupil was spent to get the same not-so-great results.

The tests upon which the data is based were given in spring 2019, before the COVID-19 pandemic. The indications are now worse: Inflation-adjusted spending per pupil is up, childhood poverty is down, and scores are down rather than flat.

The earliest 12th-grade reading score in this series comes from 1992. The Class of 1992 benefited from a nationwide average of $105,560 in 2018 constant dollars spent on their K-12 education. The Class of 2017, the cohort from which we have the most recently available data, had a nationwide average of $158,431 in constant dollars spent on their education – approximately 50% more. The figure for the Class of 2019 will be even higher.

Which class, 1992 or 2017, demonstrated better reading ability? Let’s break down the results by parental education.

Regardless of the level of a parent’s education, reading scores were lower for the Class of 2019 than the Class of 1992. All of the above differences are statistically significant.

Now take a look at the chart below, provided by Michael J. Petrilli from the Thomas B. Fordham Institute, showing the decline in childhood poverty rates from the 1980s and 1990s.

What the chart shows: higher spending, less poverty and lower national achievement.

 Mind you, this was the trend before the current massive decline in instruction time due to the pandemic. I’ll dare to predict that if the NCES manages to conduct the scheduled 2021 NAEP, exams scores will decline across the board and achievement gaps will grow. K-3 kids who are in their literacy acquisition windows, for instance, in districts like Los Angeles Unified, Clark County Nevada and New York have been receiving less than half the amount of instruction time delivered during a normal school year.

And finally, special education trends were a disaster in many states before the pandemic, as detailed in this chart.

It’s difficult to imagine that this already dismal chart won’t look even worse with 2021 data, coming in the aftermath of generally reduced instruction time and special education being attempted using the Zoom platform. We are not out of the pandemic yet, but the academic damage seems likely to greatly outlive the virus.

These most recent data came among favorable conditions of declining poverty and increased spending. Very soon, we’ll be forced to face what happens when you reverse these favorable trends and we end up with a large percentage of students with huge academic deficits.

Buckle up.

October 29, 2020 0 comment
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