In the final evaluation of the Next Generation Science Standards (NGSS), the Thomas B. Fordham Institute grants the standards a C grade. The NGSS grade is superior to grades we granted to the science standards of sixteen states and the PISA framework in the State of State Science Standards 2012 but inferior to those of twelve states and the District of Columbia, as well as the NAEP and TIMSS frameworks.
When it comes to pension reform in the education realm, it’s hard to stay positive. Here, we’re saddled with a bona fide fiscal calamity (up to a trillion dollars in unfunded liabilities by some counts), and no consensus about how to rectify the situation. No matter how one slices and dices this problem, somebody ends up paying in ways they won’t like and perhaps shouldn’t have to bear. All we can say is that some options are less bad than others. In The Big Squeeze: Retirement Costs and School-District Budgets, we analyze and project how big an impact the pension and retiree health care obligations will have on the budgets of three school districts: Milwaukee Public Schools, Cleveland Metropolitan School District, and the School District of Pennsylvania. The Big Squeeze: Retirement Costs and School-District Budgets is a summary report by Dara Zeehandelaar and Amber M. Winkler, based on three technical analyses performed by Robert Costrell and Larry Maloney to be released by the end of Summer 2013.
This report is based on the responses to an online survey conducted in Spring 2013 with 344 school district superintendents in Ohio. The survey covered seven education policies, specifically: Common Core State Standards, teacher evaluations, the Third Grade Reading Guarantee, open enrollment, A-to-F ratings for schools and districts, individualized learning (blended learning and credit flexibility), and school choice (charter schools and vouchers). It also included several questions on general attitudes towards school reform in Ohio and two trend items. Download today to discover the key findings!
The Reynoldsburg City School District, just east of Columbus, is far down the “portfolio management” path – further than probably any suburban school district of its size. This feature article discusses portfolio management and takes readers behind the scenes in Reynoldsburg.
As the challenges of education governance loom ever larger and the dysfunction and incapacity of the traditional K-12 system reveal themselves as major roadblocks to urgently-needed reforms across that system, many have asked, “What’s the alternative?”
When charter schools first emerged more than two decades ago, they presented an innovation in public school governance. No longer would school districts enjoy the “exclusive franchise” to own and operate public schools, as chartering pioneer and advocate Ted Kolderie explained. Charters wouldn’t gain all of the independence of private schools—they would still report to a publicly accountable body, or authorizer—but they would be largely freed from the micromanagement of school boards, district bureaucracies, and union contracts. Autonomy, in exchange for accountability, would reign supreme. Over the course of its twenty-year history, however, American education and its charter school sector have evolved in important ways. One of the significant ways is school governance—not a topic that gets a lot of attention but, as it turns out, a crucial one that is overdue for an overhaul (and not just in the charter sector). The growth of nonprofit charter networks (CMOs), the ubiquity of for-profit school-management companies (EMOs), and the emergence of “virtual” charter schools have all upended the notion that charters would mostly be freestanding “community-based” schools of the “one-off” variety. Yet the public policies and practices that characterize charter governance haven’t kept pace with these real-world changes. To examine this mismatch more closely and consider how it might be set right, we interviewed nearly two dozen analysts, authorizers, board members, and practitioners with interest in and knowledge of charter schools. Not one of them felt that the inherited assumptions and regulations about governance in the charter sector are truly well suited to present-day realities. This brief explores several ways that charter governance might be rebooted.
Conducted jointly by the Thomas B. Fordham Institute and Public Impact, the new research study Searching for Excellence: A Five-City, Cross-State Comparison of Charter School Quality sheds light on charter performance — in Albany, Chicago, Cleveland, Denver, and Indianapolis. These cities were highlighted because they have relatively large numbers of charter schools and charter school students. These are cities where charters have been part of the educational landscape for a decade or more. Read this exciting report today!
In an era of budgetary belt tightening, state and local policy makers are finally awakening to the impact of teacher pension costs on their bottom lines. Recent reports demonstrate that such pension programs across the United States are burdened by almost $390 billion in unfunded liabilities. Yet, most states and municipalities have been taking the road of least resistance, tinkering around the edges rather than tackling systemic (but painful) pension reform. Is the solution to the pension crisis to offer teachers the option of a 401(k)-style plan (also known as a "defined contribution" or DC plan) instead of a traditional pension plan? Would this alternative appeal to teachers? When Teachers Choose Pension Plans: The Florida Story sets out to answer these questions.