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The Thomas B. Fordham Institute today released Financing the Education of High-Need Students, a policy brief that focuses on three specific challenges that are often encountered when districts—especially small ones—grapple with the costs of serving their highest-need special-education students.

Districts and states could put these recommendations into practice today, without waiting for reforms or help from Washington:

  1. District Cooperatives: Many districts—including charter schools, which often comprise their own mini-districts—do not have the requisite size and capacity to serve high-need students effectively and affordably. Multi-district co-ops allow for both economies-of-scale and better service-delivery for these children.
  2. Student Funding Based on Multiple Weights: Special-education funding systems based on average student needs may be easily administered, but they can also lead to inefficient and ineffective resource allocations. Weighted student funding is a tiered system of resource allocation that allows for a more rational and efficacious distribution of funds, enabling districts with more high-need pupils (or pupils who require more dollars to pay for their IEP-mandated services) to receive more money, while jurisdictions that need less receive less. Basing those weights on services needed by children rather than disability diagnoses significantly improves the accuracy of this system.
  3. Exceptional-Need Funds: Districts (especially small ones) sometimes find themselves overwhelmed by the high cost of educating one or two particularly needy children. This type of fund, managed and predominantly financed by the state, acts as an insurance mechanism for districts that can’t cover the full cost of educating high-need pupils along with all others under their purview.

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School districts face an enormous financial burden when it comes to educating our highest-need students. Financing the Education of High-Need Students focuses on three specific challenges that are often encountered when districts—especially small ones—grapple with the costs of serving their highest...

Tuesday was the 150th anniversary of the Gettysburg Address. Unhappily, a new study found 83 percent of recent college graduates could not identify the statement, “Government of the people, by the people, for the people” as coming from the famous speech. This is appalling. But according to a recent Common Core Watch blog post by College Board vice president (and Fordham Institute trustee) Stefanie Sanford, the Common Core literacy standards can help improve civic education.

A flurry of news releases on Tuesday morning weighed in on whether or not the Department of Justice had dropped their ill-conceived desegregation suit against Louisiana’s school-voucher program. The current word on the street is that the DOJ is no longer attempting to block the Bayou State’s voucher program and, instead, would limit its intervention to a yearly demand for information on children using vouchers. The case will go before a federal district judge on Friday. For our take, listen to this week’s Education Gadfly Show.

Also on Tuesday, President Obama launched Youth CareerConnect, a competitive grant program designed to better prepare high school students for high-tech careers. The program, funded through the Department of Labor, would provide grants to schools that partner with private-sector organizations to provide job training for employment in a few high-growth industries. The first round of awards would be made in early 2014. The reception was frosty, with some arguing that the administration’s continued...

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Michelle and Dara discuss class sizes, the new Youth CareerConnect program, and why the DOJ is backing away from its attack on Louisana’s school-voucher program. Amber gets wonky with cross-district effects on teacher-bargaining contracts. Amber's Research Minute My End of the Bargain: Are There...

What if I told you there were millions of American boys and girls living in communities where half of students are low-income, just one in five adults has earned a bachelor’s degree, and only 27 percent of high school graduates go on to college?

What if I told you these students are more likely than their peers in any other geographic area to live in poverty?

Most of you would probably gather that I’m talking about our inner cities.

No.

These statistics describe rural America.

Rural public schools enroll eleven million children, fully a quarter of students nationwide. Yet, sadly, the challenges faced by rural educators and their students have received scant attention from national education leaders.

My organization, Bellwether Education Partners, is trying to help solve this problem.

With generous financial support from the J.A. and Kathryn Albertson Foundation (based in Boise, Idaho) we are helping to launch a new two-year initiative, Rural Opportunities Consortium Idaho (ROCI), to study the challenges facing and the opportunities available to rural communities and their schools.

Bellwether will produce a series of papers and policy briefs on subjects like rural charter schooling and technology. We’ll also provide ongoing advice and support to the foundation, its partners, and others engaged in this issue. Though we’ll dedicate much of our energy to the particular circumstances and needs of Idaho, the project aspires to...

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Recently, 2013 NAEP results were made public, and, as is typical for such bi-annual releases, there was lots of excitement, somberness, and everything in between. Enter the always smart, always temperamentally sound Tom Loveless, who sought to simmer down the hyping of some states’ scores. Talk of statistical significance and p-values is Greek to some, but Loveless’ accessible explanation and color-coded charts will have you saying both, “A-ha!” and “Well, that’s not what I’d been told.” Here’s the upshot: Yes, some states did quite well, but both the number of such states and the extent of their gains have been oversold. (And, no, Tom, we don’t think you’re a skunk at a picnic.)

Emily Richmond from The Educated Reporter writes up an excellent summary of TBFI’s new report on teacher effective vs. class size. In short, getting kids in front of more effective teachers is valuable even if it means making those classrooms more crowded. Sad finding: Schools are not currently putting more kids in the best teachers’ classrooms; instead, they just evenly distribute the number of students among teachers. This report is classic Fordham: Ask an interesting question, the answer to which could quickly influence policy, get sharp people to study it, then package the findings in an accessible report.

It’s a day of the week, so Rick Hess has a new book out! This time, it’s with my boy Mike McShane, and it’s about Common Core...

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Note: This post is part of our series, "Netflix Academy: The best educational videos available for streaming." Be sure to check out our previous Netflix Academy posts on dinosaurs; aquatic life; insects; Ancient Asian Cultures; the Maya, Inca, and Aztec; Native American culturesChristopher Columbus and the Age of Discovery; the American foundersmovie adaptations of classic children’s books; and American folk heroes. Thanks to research interns Melissa Reynolds and Singer Crawford for their help in compiling these lists.

Who doesn’t love frogs? And not just Kermit the Frog and Frog from Frog and Toad are Friends, though they are great too. The real-life, breathing, swimming, kicking amphibians that amaze us all as they morph from tadpole to adult. For a little kid, not much beats the thrill of hunting for tadpoles in a summer stream or watching them grow in a classroom aquarium. But for times of the year when that’s impractical, here are some great, free videos that will allow your children to bone-up* on frogs, toads. salamanders, and other amphibians.

The best streaming videos on frogs and other amphibians

1. Creepy & Crawly Critters Collection, Episode 5: Prince of the Pond

Creepy & Crawly Critters Collection, Episode 5: "Prince of the Pond"You may not be able to turn one into a prince, but Frogs are...

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Education Gadfly Weekly

Opinion + Analysis: 
Opinion
It’s silly season for the Common Core debate, and I’m not referring to the latest outlandish claims from folks on the far right. It appears that Common Core Dystopia Disorder has infected some of our usually rational and levelheaded friends in the think-tank community, too. Jay Greene, I’m talking...
Opinion
Ever wonder what separates a charter school sponsor (aka authorizer) from a non-profit governing board? A charter management organization (CMO) from an education management organization (EMO)? With so many characters treading the boards of Ohio's charter school stage, even Gadfly needs a little...
Briefly Noted
The D.C. Charter Board recently released its annual ranking of charter schools in the nation’s capital, showing that one-third of the schools it sponsors deserve a top-performing, or Tier 1, status. Five schools attained Tier 1 status for the first time this year, bringing the total number of high...
Reviews: 
Book
While the Common Core has hogged the national spotlight of late, standards-based reform is just one of many improvement strategies coursing through our nation’s schools and classrooms today. But will educators’ and policymakers’ obsession with the Common Core hinder the rest of the reform agenda?...
Report
No matter what side of the ed-policy debate you fall into, getting effective teachers in front of disadvantaged students is a priority for almost everyone. Yet this new study from Mathematica and AIR highlights just how far we are from ensuring that lower-income kids have access to the same quality...
Magazine
The Philanthropy Roundtable 's generally praiseworthy magazine hits a number of topical education-policy issues in its Fall 2013 issue. The first profiles Eli and Edythe Broad's Superintendents Academy—which, since 2002, has produced “150 alumni...[including] Los Angeles superintendent John Deasy...
Gadfly Studios: 
Podcast
After lamenting the fact that Hanukkah this year falls before black Friday, Dara and Brickman tackle Friedman’s argument against voucher-school accountability, the D.C. Charter Board’s updated rankings, and the brand-new pre-K bill. Amber gets jazzed about last-minute Christmas shopping—and an...

It’s silly season for the Common Core debate, and I’m not referring to the latest outlandish claims from folks on the far right. It appears that Common Core Dystopia Disorder has infected some of our usually rational and levelheaded friends in the think-tank community, too.

Jay Greene, I’m talking first and foremost about you. Jay thinks he’s found a smoking gun, proof that we supporters of the Common Core, especially those of us at Fordham, have been dishonest when we’ve claimed that the standards don’t “prescribe” a particular curriculum, because of a recent report in which we fret...

Ever wonder what separates a charter school sponsor (aka authorizer) from a non-profit governing board? A charter management organization (CMO) from an education management organization (EMO)? With so many characters treading the boards of Ohio's charter school stage, even Gadfly needs a little help keeping them all straight (that's when they're not blurring their roles on their own). To that end, readers may want to check out a brief summary of Ohio's charter school governance structure and those organizations that play key roles within it. It's available here.

The D.C. Charter Board recently released its annual ranking of charter schools in the nation’s capital, showing that one-third of the schools it sponsors deserve a top-performing, or Tier 1, status. Five schools attained Tier 1 status for the first time this year, bringing the total number of high flyers to twenty-three among sixty-eight that were ranked (at least four schools dropped from Tier 1 status to Tier 2 this year). Most schools were in the middle, and eight dwelled at the bottom, where they risk getting shut down. Still, hurrah for the progress the Board can claim. And hurrah for D.C. kids, who can enjoy the fruits of this endeavor.

The fourth round of the federal Investing in Innovation (i3) initiative has concluded with twenty-five applicants in the winner’s circle. Seven are validation grants (larger awards for ideas with the strongest evidence base) and eighteen...

While the Common Core has hogged the national spotlight of late, standards-based reform is just one of many improvement strategies coursing through our nation’s schools and classrooms today. But will educators’ and policymakers’ obsession with the Common Core hinder the rest of the reform agenda? This volume from AEI’s Rick Hess and Michael McShane examines a wide swath of Common Core–related topics—the impetus behind the creation of the standards, potential long-term governance models, the prospects for the development of social-studies standards, and on—but the most consequential chapters are those that consider the interplay between the Common Core and other reform initiatives. There are chapters devoted to teacher evaluation, charter schools, accountability, and education technology, each addressing how said reforms might affect or be affected by the transition to the new...

No matter what side of the ed-policy debate you fall into, getting effective teachers in front of disadvantaged students is a priority for almost everyone. Yet this new study from  Mathematica and AIR highlights just how far we are from ensuring that lower-income kids have access to the same quality of teachers as their affluent peers. The study looked at twenty-nine large school districts (with a median enrollment of 60,000) and calculated for each an “effective-teaching gap”: a measurement that compares the average effectiveness of teaching (using value-added models) experienced by disadvantaged students (those who qualify for free or reduced-price lunch) with the average effectiveness of teaching experienced by their better-off peers. As one might expect, there was a difference. Teachers of affluent students had, on average, a higher value-add than teachers of poor kids,...

The Philanthropy Roundtable's generally praiseworthy magazine hits a number of topical education-policy issues in its Fall 2013 issue. The first profiles Eli and Edythe Broad's Superintendents Academy—which, since 2002, has produced “150 alumni...[including] Los Angeles superintendent John Deasy and state superintendents of Louisiana (John White), Maryland (Lillian Lowery), New Jersey (Christopher Cerf), and Rhode Island (Deborah Gist).” (Then there’s Broad’s Residency in Urban Education program, which seeks to transform private-sector leaders into future heads of schools or school systems.) The second notable article highlights the Relay Graduate School of Education, an alternative teacher-prep program in New York started by Norman Atkins of Uncommon Schools, Dave Levin...

After lamenting the fact that Hanukkah this year falls before black Friday, Dara and Brickman tackle Friedman’s argument against voucher-school accountability, the D.C. Charter Board’s updated rankings, and the brand-new pre-K bill. Amber gets jazzed about last-minute Christmas shopping—and an...

The Philanthropy Roundtable's generally praiseworthy magazine hits a number of topical education-policy issues in its Fall 2013 issue. The first profiles Eli and Edythe Broad's Superintendents Academy—which, since 2002, has produced “150 alumni...[including] Los Angeles superintendent John Deasy and state superintendents of Louisiana (John White), Maryland (Lillian Lowery), New Jersey (Christopher Cerf), and Rhode Island (Deborah Gist).” (Then there’s Broad’s Residency in Urban Education program, which seeks to transform private-sector leaders into future heads of schools or school systems.) The second notable article highlights the Relay Graduate School of Education, an alternative teacher-prep program in New York started by Norman Atkins of Uncommon Schools, Dave Levin of KIPP, and Dacia Toll of Achievement First. With backing from the Robin Hood Foundation and others, the school focuses on pragmatism over theory and insists that, before receiving a master's degree, teachers show that their students are achieving at least a year's worth of academic growth each school year. A third education item comes from Fordham blogger Andy Smarick's new bookClosing America's High-achievement Gap: A Wise Giver's Guide to Helping Our Most Talented Students Reach Their Full Potential. Smarick argues, as we often do at Fordham, that we must also help high-ability youngsters to succeed and not focus exclusively on those with low-achievement issues. In his words, “while America's most at-risk kids deserve all the help they can get, we ought to also give increased attention to our potential top achievers—both for our own sake and the nation's.” Whether you’re a veteran philanthropist or a philanthropist-in-training, give this issue...

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