• Extended School Time Proposals And Charter Schools

    One of the (many) education reform proposals that has received national attention over the past few years is “extended learning time” – that is, expanding the day and/or year to give students more time in school.

    Although how schools use the time they have with students, of course, is not necessarily more or less important than how much time they have with those students, the proposal to expand the school day/year may have merit, particularly for schools and districts serving larger proportions of students who need to catch up. I have noticed that one of the motivations for the extended time push is the (correct) observation that the charter school models that have proven effective (at least by the standard of test score gains) utilize extended time.

    On the one hand, this is a good example of what many (including myself) have long advocated – that the handful of successful charter school models can potentially provide a great deal of guidance for all schools, regardless of their governance structure. On the other hand, it is also important to bear in mind that many of the high-profile charter chains that receive national attention don’t just expand their school years by a few days or even a few weeks, as has been proposed in several states. In many cases, they extend it by months.

  • Teacher Turnover In DCPS

    Teacher turnover – the rates at which teachers leave the profession and switch schools – is obviously a very important outcome in education. Although not all turnover is necessarily a “bad thing” – some teachers simply aren’t cut out for the job and leave voluntarily (or are fired) - unusually high turnover means that schools must replace large proportions of their workforces on an annual basis. This can have serious implications not only for the characteristics (e.g., experience) of schools’ teachers, but also for schools’ costs, cohesion and professional cultures.

    According to the most recent national data (which are a few years old), annual public school teacher turnover is around 16 percent, of which roughly half leave the profession (“leavers”), and half switch schools (“movers”). Both categories are equally important from the perspective of individual schools, since they must replace teachers regardless of where they go. In some subsets of schools and among certain groups of teachers, however, turnover is considerably higher. For instance, among teachers with between 1-3 years of experience, turnover is almost 23 percent. Contrary to popular opinion, though, the relationship between school poverty (i.e., free/reduced-price lunch rates) and turnover isn’t straightforward, at least at the national level. Although schools serving larger proportions of lower-income students have a larger percentage of “movers” every year, they have a considerably lower proportion of “leavers” (in part due to retirement).

    This national trend, of course, masks considerable inter-district variation. One example is the District of Columbia Public Schools (DCPS).

  • Talk, Talk, Talk

    Our guest author today is Douglas Yeager, President of the Nancy M. and Douglas M. Yeager Family Foundation, a non-profit established in 2001 focused on programs delivering or supporting childhood development. This focus is based on Nancy Yeager's lifelong interest in and commitment to early childhood education. Her love of teaching inspired her family to establish the Foundation.

    Talk, talk, talk – odd as that may sound, a growing body of compelling research shows this to be a very effective strategy to reduce early language gaps among children from different socioeconomic backgrounds. And, fortunately, it doesn’t cost a cent.

    If caring parents want their child to be ready for school (and for life after school), they should talk with that child at every opportunity. And, of course, it is also fundamental to listen and to respond appropriately. Conversations, after all, are two-way.

    That said, parents need to be the ones initiating the practice, persisting in it, and never giving up. It means so very much to children, and it pays off big-time. As my colleagues at the Shanker Institute like to say: “You don’t need a lot of money to give your child a head start; conversations and ideas cost nothing."

  • Revisiting The Issue Of Charter Schools And Special Education Students

    One of the most common claims against charter schools is that they “push out” special education students. The basic idea is that charter operators, who are obsessed with being able to show strong test results and thus bolster their reputations and enrollment, subtlety or not-so-subtlety “counsel out” students with special education plans (or somehow discourage their enrollment).

    This is, of course, a serious issue, one that is addressed directly in a recent report from the Center for Reinventing Public Education (CRPE), which presents an analysis of data from a sample of New York City charter elementary schools (and compares them to regular public schools in the city). It is important to note that many of the primary results of this study, including those focused on the "pushing out" issue, cannot be used to draw any conclusions about charters across the nation. There were only 25 NYC charters included in that (lottery) analysis, all of them elementary schools, and these were not necessarily representative of the charter sector in the city, to say nothing of charters nationwide.

    That said, the report, written by Marcus Winters, finds, among other things, that charters enroll a smaller proportion of special education students than regular public schools (as is the case elsewhere), and that this is primarily because these students are less likely to apply for entrance to charters (in this case, in kindergarten) than their regular education peers. He also presents results suggesting that this gap actually grows in later grades, mostly because of charters being less likely to classify students as having special needs, and more likely to reclassify them as not having special needs once they have been put on a special education plan (whether or not these classifications and declassifications are appropriate is of course not examined in this report).

  • In Opposition To Academic Boycotts

    Our guest author today is Rita Freedman, Acting Executive Director of the Jewish Labor Committee, and a recent retiree from the American Federation of Teachers.

    There is a growing, worldwide effort to ostracize Israel and to make it into a pariah state. (This despite the fact that Israel is still the only democratic country in the Middle East.)  A key ingredient of this campaign is the call to boycott, divest from and impose sanctions on Israel (known as BDS for boycott, divest, sanction).  Within the world of higher education, this takes the form of calls to boycott all Israeli academic institutions, sometimes including boycotting all Israeli scholars and researchers. The rationale is that this will somehow pressure Israel into an agreement with the Palestinians, one which will improve their lot and lead to an independent Palestinian state that exists adjacent to the State of Israel (although it is worth noting that some in the BDS movement envision a future without the existence of Israel).  

    Certainly, the goals of improving life for the Palestinian people, building their economy and supporting their democratic institutions – not to mention supporting the creation of an independent Palestine that is thriving and getting along peacefully with its Israeli neighbor – are entirely worthy. 

  • The Year In Research On Market-Based Education Reform: 2013 Edition

    In the three most discussed and controversial areas of market-based education reform – performance pay, charter schools and the use of value-added estimates in teacher evaluations – 2013 saw the release of a couple of truly landmark reports, in addition to the normal flow of strong work coming from the education research community (see our reviews from 2010, 2011 and 2012).*

    In one sense, this building body of evidence is critical and even comforting, given not only the rapid expansion of charter schools, but also and especially the ongoing design and implementation of new teacher evaluations (which, in many cases, include performance-based pay incentives). In another sense, however, there is good cause for anxiety. Although one must try policies before knowing how they work, the sheer speed of policy change in the U.S. right now means that policymakers are making important decisions on the fly, and there is great deal of uncertainty as to how this will all turn out.

    Moreover, while 2013 was without question an important year for research in these three areas, it also illustrated an obvious point: Proper interpretation and application of findings is perhaps just as important as the work itself.

  • More Effective, Less Expensive, Still Controversial: Maximizing Vocabulary Growth In Early Childhood

    Our guest author today is Lisa Hansel, communications director for the Core Knowledge Foundation. Previously, she was the editor of American Educator, the magazine published by the American Federation of Teachers.

    With all the chatter in 2013 (thanks in part to President Obama) about expanding access to high-quality early childhood education, I have high hopes for America’s children finally getting the strong foundation of knowledge and vocabulary they need to do well in—and enjoy—school.

    When children arrive in kindergarten with a broad vocabulary and a love of books, both of which come from being engaged in conversations with caregivers daily and being read to frequently, they are well prepared for learning to read and write. Just as important, their language comprehension makes learning through teacher read-alouds and conversations relatively easy. The narrower the children’s vocabulary and the fewer experiences they’ve had with books, the tougher the climb to come. Sadly, far too many children don’t make the climb; they mentally dropout in middle school, and are physically adrift soon thereafter.

  • Being Kevin Huffman

    In a post earlier this week, I noted how several state and local education leaders, advocates and especially the editorial boards of major newspapers used the results of the recently-released NAEP results inappropriately – i.e., to argue that recent reforms in states such as Tennessee and D.C. are “working." I also discussed how this illustrates a larger phenomenon in which many people seem to expect education policies to generate immediate, measurable results in terms of aggregate student test scores, which I argued is both unrealistic and dangerous.

    Mike G. from Boston, a friend whose comments I always appreciate, agrees with me, but asks a question that I think gets to the pragmatic heart of the matter. He wonders whether individuals in high-level education positions have any alternative. For instance, Mike asks, what would I suggest to Kevin Huffman, who is the head of Tennessee’s education department? Insofar as Huffman’s opponents “would use any data…to bash him if it’s trending down," would I advise him to forego using the data in his favor when they show improvement?*

    I have never held any important high-level leadership positions. My political experience and skills are (and I’m being charitable here) underdeveloped, and I have no doubt many more seasoned folks in education would disagree with me. But my answer is: Yes, I would advise him to forego using the data in this manner. Here’s why.

  • Immediate Gratification And Education Policy

    A couple of months ago, Bill Gates said something that received a lot of attention. With regard to his foundation’s education reform efforts, which focus most prominently on teacher evaluations, but encompass many other areas, he noted, “we don’t know if it will work." In fact, according to Mr. Gates, “we won’t know for probably a decade."

    He’s absolutely correct. Most education policies, including (but not limited to) those geared toward shifting the distribution of teacher quality, take a long time to work (if they do work), and the research assessing these policies requires a great deal of patience. Yet so many of the most prominent figures in education policy routinely espouse the opposite viewpoint: Policies are expected to have an immediate, measurable impact (and their effects are assessed in the crudest manner imaginable).

    A perfect example was the reaction to the recent release of results of the National Assessment of Educational Progress (NAEP).