North Carolina Goes Big on Reform

July 22, 2013

(Guest Post by Matthew Ladner)

So…wow…the NC budget proposal is chock full of K-12 reform.  Click on the link and check out:

Pages 67-69
TFA expansion

Pages 70-73
College Board Partnership

Pages 73-38
School Vouchers for Low-Income Students

Pages 98-101
A-F School Grading

Pages 102-127
Teacher Contract and Dismissal language

North Carolina lawmakers seem likely to pass a special needs voucher program as well.

On the choice front, if both programs pass more than 50% of North Carolina students will become eligible to exercise private choice in the state.  The choice efforts of 2011, 2012 and now 2013 rank as the three most successful years in the history of the parental choice movement.  If North Carolina passes this set of reforms, they will join as fraternity of states pursuing K-12 reform over the objections of the special interests which typically dominate K-12 policy formation.  The quality of implementation and the sheer determination of reformers in the state will be the ultimate keys to the success of these reforms.

The kids starting with the least have the most to gain.

UPDATE

Special needs voucher bill has passed.


Pass the Popcorn: Fill the Void

July 21, 2013

I’m interrupting my hiatus one more time to urge you to see the Israeli film, Fill the Void.  Like a Jane Austen story, the film is a love story told within the context of a society with clear rules for behavior, a strong sense of responsibility and connection to family, and the tension of repressed emotions.

The film takes place in an Orthodox Jewish community in Tel Aviv.  Having turned 18, Shira is excited about the prospect of being married.  She spies one prospect for a match in a grocery store and excitedly tells her sister, Esther, that he might be the one.  But when Esther dies in childbirth, and her widower may move with the surviving baby for an arranged marriage in Belgium, the grieving mother proposes a plan to have him marry Shira and stay.  Can Shira fill the void of her sister?  Can she sacrifice youthful romance to marry a widower and keep the family intact?  What are her obligations to her parents, her grieving brother-in-law, and to herself?

Fill the Void is no more a critique of the Orthodox Jewish community it depicts than Jane Austen’s stories are a critique of 19th century British aristocracy.  Societies with lax rules for behavior and individuals with little sense of obligation to their families and communities would never produce the intensity of emotion and the tension of conflicting obligations found in Fill the Void or Jane Austen.  Love is about connection and without rules, family bonds, and community obligations we are more likely to have atomized individuals than loving connections.  The title of the film may not just refer to the void created by the deceased sister, but may have something to do with how love ultimately fills the voids between us.

Unlike almost every other film this summer, there is no action scene before the credits.  There are few plot developments — I’ve already told you almost the entire plot.  Instead, what you see is a superbly acted and directed intimate portrayal.  And the ending has hints of the The Graduate.  Love is triumphant but what comes next?


This Time It Counts

July 19, 2013

Contents under pressure

(Guest post by Patrick Wolf)

My friend Adam Emerson at the Fordham Foundation is championing the combination of high-stakes test-based accountability and parental school choice recently adopted by Louisiana, Indiana and Wisconsin, as “sunshine and school vouchers.”

His reasoning is that the free educational choices of parents alone are insufficient to ensure that choice-based reforms benefit the public by generating actual improvements in student learning.  He cites a study that my research team recently completed of the Milwaukee Parental Choice Program (MPCP), where high-stakes test-based accountability was added requirement to the long-running voucher program in 2010-11, and the achievement scores for voucher students surged in relation to the comparison public school students that year.

Now, like most researchers, I’m vain.  I like it when people cite my research in policy debates.  That’s why I do it – to speak truth to power.  But let’s not get too far ahead of ourselves here.  Ours is one study of what happened in one year for one school choice program that switched from low-stakes testing to high-stakes testing.  As we point out in the report, it is entirely possible that the surge in the test scores of the voucher students was a “one-off” due to a greater focus of the voucher schools on test preparation and test-taking strategies that year.  In other words, by taking the standardized testing seriously in that final year, the schools simply may have produced a truer measure of student’s actual (better) performance all along, not necessarily a signal that they actually learned a lot more in the one year under the new accountability regime.

If we had had another year to examine the trend in scores in our study we might have been able to tease out a possible test-prep bump from an effect of actually higher rates of learning due to accountability.  Our research mandate ended in 2010-11, sadly, and we had to leave it there – a finding that is enticing and suggestive but hardly conclusive.

What about the encouraging trend that lower-performing schools in the MPCP are being closed down?  Adam mentions that as well and attributes it to the stricter accountability regulations on the program.  That phenomenon of Schumpeterian “creative destruction” pre-dated the accountability changes in the choice program, however, and appears to have been caused mainly by low enrollments in low-performing choice schools, as parents “voted with their feet” against such institutional failure.  Sure, the new high-stakes testing and public reporting requirements might accelerate the creative destruction of low-performing choice schools in Milwaukee, but that remains to be seen.

I like sunshine – I live in Arkansas, after all.  I also like program evaluations enabled by student testing, since it pays my bills.  But I also like liberty and appreciate the innovation that I’ve seen in some schools of choice that eschew our testing-focused political culture.  This is all to say that the issue is one of reasonable and debatable tradeoffs, not absolutes.  Mainly, it would be helpful to see more studies, like mine, that shed light on what is gained and what might be lost when high-stakes testing is added to the choice mix.


Chicago: 1,756 teacher layoffs in two months

July 19, 2013

(Guest Post by Collin Hitt)

Chicago Public Schools announced layoffs yesterday of more than 2,000 employees. From the Chicago Tribune:

About half of the 1,036 teachers being let go are tenured. The latest layoffs, which also include 1,077 school staff members, are in addition to 855 employees — including 420 teachers — who were laid off last month as a result of the district’s decision to close 49 elementary schools and a high school program.

Yesterday was a rough day in Chicago. City government is heading into a financial tailspin. The city’s bond rating received a triple-downgrade from Moody’s. The district’s finances aren’t any better. It will be impossible for the district or the city to borrow enough money to patch their budgets. And with every other taxing entity in Chicago running in the red, the ability of CPS to hike taxes will be limited.

The district is blaming the layoffs on its ongoing pension funding crisis. As the Illinois Policy Institute was pointing out two years ago, the district’s retirement costs were set to quadruple to more than $800 million between 2012 and 2014..

Benefit reforms could have softened this blow. Look at Milwaukee schools, the subject of a recent Fordham Foundation report by my colleague Bob Costrell and Larry Maloney. The district was able to dramatically lower its retirement costs thanks to reforms spearheaded by Scott Walker, who is despised in Illinois Democratic circles. From the Wisconsin Reporter:

Instead of retiree costs rising by $1,652 per pupil, to a total of $3,512 per student, Costrell and Maloney now project an increase of $64 per pupil, to a total of $1,924 per student.”

That works out to about $110 million annually in savings, or about 10 percent of MPS’s current budget.

And the study projects Act 10, loathed by public-sector unions, will save more than 1,000 jobs, or about 25 percent of MPS teaching positions, by the year 2020.

The Chicago Teachers Union has successfully fought to leave benefits unchanged. The most recent collective bargaining agreement in Chicago, settled after a weeklong strike, gave generous raises and made no major changes to benefit costs. It was a financial suicide pact. Had the district won flexibility to reduce pay or benefits in the face of cash shortfalls, many of yesterday’s laid-off teachers would still have their jobs.

The layoffs in Chicago are going to be painful for a lot of good people. But, as Jay pointed out last fall after the CTU strike, this day was predictable. And this mass round of layoffs may usher in Chicago’s iteration of “real” merit pay:

When Chicago closes a traditional public school for low enrollment the teachers are laid off.  The new contract appears to place some limits on this, but the practice has generally been preserved.  In addition, unlike in some other big cities, principals in Chicago are free to hire teachers as they see fit and are not forced to take teachers laid off from school closures.  The new contract does require that half of all newly hired teachers come from those laid off and guarantees re-hiring only for the highest rated teachers, but according to the city’s summary of the agreement: “Principals maintain full authority to hire whichever teacher they deem best.”

The net effect of growing charter schools, closing under-enrolled traditional public schools, and only hiring back the best and most desired teachers from those schools is a true merit pay system.  Bad teachers are let go.  Good teachers not only get their job back, but they also get an extremely generous pay raise over the next four years for staying and being good.  That’s real merit pay.


Tough to Swallow

July 16, 2013

Salad

Image courtesy of Murin / FreeDigitalPhotos.net

(Guest Post by Patrick Wolf)

Subsidiarity is the principle that decision-making authority should be delegated to the lowest reasonable level.  Why?  Because people in localized areas like states, communities, schools, and families have contextual knowledge that helps inform their decisions – knowledge that centralized administrators in far-away places (like, say, Washington, DC) lack.  Subsidiarity  also is justified because small communities more directly reap the benefits when things go well for their members and suffer the consequences when things go poorly, meaning community decision-makers have strong incentives to get things right.

That brings us to the new Federal Lunch Program nutritional mandates, spearheaded by First Lady Michelle Obama and issued by the U.S. Department of Agriculture in January of 2012, to great fanfare.  You might consider them to be “The Common Core” of school nutrition policy, embodying the thinking of the best minds in Washington regarding what every child in America should consume for lunch.  As Kyle Olson at EAG News reports, implementation of the nutritional reforms hasn’t quite been as easy as pie.

The U.S. Government Accountability Office (GAO) released the official testimony of Kay Brown, the Director of Education, Workforce, and Income Security for the organization, regarding GAO’s investigation of the experience on the ground regarding the nutritional mandates.  To be sure, schools retained the ability to develop their own lunch menus, but they had to fit them into the strict guidelines for caloric intake and food types issued by the feds.  Not surprisingly, there have been problems.  For example,

The meat and grain restrictions…led to smaller lunch entrees, making it difficult for some schools to meet minimum calorie requirements for lunches without adding items, such as gelatin, that generally do not improve the nutritional quality of lunches. (p. 1)

 So, to meet the nutritional regulations imposed by Washington bureaucrats, some schools had to make their lunches less nutritional.  Nice.

The GAO testimony also mentions that some schools had to eliminate the cheeseburgers, beloved by high school students, because the feds redefined cheese as meat, leaving cheeseburger meals too meat-dominant for Washington’s liking.  (“You are a meat!  No, I am a dairy product!  No, you are a meat because I say you are a meat!”)  To save the cheeseburger, one school even shrunk the actual meat portion to a puny 1.5 ounces so that it could be blanketed by a slice of cheese (which is a meat by the way).  One can envision hundreds of teenagers, as opposed to one little old lady, shouting “Where’s the beef?!”

Students, predictably, dislike the changes and have taken steps to undermine them, most notably by throwing away much of the highly nutritional food that now must be provided to them.  Teachers report that students are less attentive during the final class period, when they have run out of energy due to inadequate caloric consumption during the day.  Coaches report student athletes who can’t perform during practice because they are famished.  Some schools have quit the Federal Lunch Program, denying their low-income students government lunch subsidies, just to escape the federal requirements.  Let’s just say this isn’t going so well.

When I was in high school, I was a 5-foot-6-inch, 120 pound speech-and-debate guy.  Sometimes I would eat lunch with Steve Janey, a 6-foot-8-inch, 200 pound center on our basketball team.  Steve had trouble keeping weight on his large frame.  The nice lunch ladies would sometimes slip him an extra hamburger patty, and I would give him food off my plate that I didn’t need or care to eat.  It took some work to keep Steve full and fit, but we all pitched in because it benefited us if he was the beast in the low post that we wanted him to be.  Subsidiarity.

The new school lunch nutritional standards were not designed for the Steve Janey’s of this world.  They were designed for the “typical American student” who really doesn’t exist.  Young people come in all shapes, sizes, and nutritional needs.  Athletes and children on farms burn thousands of calories per day more than do brainiacs.  How could we possibly expect that a single set of nutritional standards would be a good fit for all school children, in the distinctive communities that dot our country, and that they would passively eat their peas and carrots and like it?

Adhering to subsidiarity does not mean always delegating to the max.  For example, the President and the Congress should decide which national security secrets should be released to the public, not some low-level government contractor. National security affects the entire nation equally, and federal government officials bear the consequences as much as just about anyone except members of our armed forces when security is degraded.  But school lunches aren’t national security.  Let communities decide what is a fitting lunch for their students, and the high school students themselves choose from higher-calorie or lower-calorie meals based on their particular needs.  If not, Washington is likely to get a good old fashioned food fight.

    


How Reformers Can Threaten Liberty

July 13, 2013

I’ll interrupt my hiatus to post this video of my lecture to the Georgia Public Policy Foundation as part of their Friedman Day celebrations.  In this lecture I discuss ways in which aspects of the education reform movement are in danger of becoming the thing that they oppose.  In particular, I discuss Common Core, top-down accountability, and narrowing education to focus only on work-related skills.


Being a Luddite is an Act of Absurdity

July 12, 2013

Pulp-O-Mizer_Cover_Image

(Guest Post by Matthew Ladner)

Very rich unintentional hilarity on MOOCs and the devastation that they will bring.

Go read it now, and when you have stopped laughing and have dried the tears from your eyes, a little Danny Devito refresher course in creative destruction might be in order:


Jay in the WSJ

July 11, 2013

(Guest Post by Matthew Ladner)

Jay took time off from his fishing trip to pen an Op-Ed for the WSJ on private schools and tolerance. Big finish:

It is not clear why private schools have an advantage in producing more tolerant students. It may be that private schools are better at teaching
civic values like tolerance, just as they may be more effective at teaching math or reading. It is also possible that, contrary to elite
suspicion, religion can teach important lessons about human equality and dignity that inspire tolerance.


Who Needs High School?

July 11, 2013

(Guest Post by Collin Hitt)

My introductory college courses were far better than the pap I was offered junior and senior years of high school. I remember wondering as a freshman at Southern Illinois University, why didn’t they offer these classes at Springfield High?

Now enter early college high schools, where kids take college courses at their high schools, which are often located on college campuses. A new gold standard study of ten early colleges finds that they raise reading scores, high school graduation rates, college attendance and – 7 years after high school began – college attainment. It turns out, making senior year more useful makes high school better for everyone.

The study, from the American Institutes for Research, uses gold-standard random assignment methods to evaluate the Early College High School Initiative that was launched by the Gates Foundation over a decade ago. The study looked at early college high schools, which offer kids the opportunity to earn college credit – even a two year college degree – while still in high school. The schools are typically formed in partnership with colleges and big-name employers, like IBM.

The AIR evaluation looked at 10 early college high schools that received Gates Foundation support. All were schools of choice that used lotteries to admit students, a majority of whom were low income. All of the schools were small; four of them were charter schools. We already have some evidence that small schools and charter high schools improved high school graduation and college going rates. The findings from the AIR evaluation are consistent with that literature; they find that early colleges increase graduation rates by 6-10 points and ever enrolling in college by 9 to 17 points.

The study mainly focused on “intent to treat” effects, i.e. whether the offer of a seat in an early college increased student achievement. The effects of actually attending an early college were buried in Appendix E. The effects are quite large.

The remarkable difference in early colleges is that 26.9 percent of early college students had completed a postsecondary degree by the time of the study, compared to 0.9 percent of the control group. Time will tell if those differences persist. But even if the control group eventually matches the early college students in educational attainment, the early college students will have likely entered the workforce much earlier and with far fewer student loans.

One of the most interesting developments in education today is the blurring line between secondary and postsecondary education. Colleges are increasingly doing the work of high schools. In early colleges, they are helping to offer college content. On the other hand, in remedial education, community colleges are teaching material that high schools failed to teach. Also, colleges will be expanding the online offerings available to high school students, which will be disruptive to the high school model. Where are we headed? A brave new world of neo-secondary education? I don’t know – hopefully towards a world where senior year of high school isn’t a complete waste of time.


True vs. the Opposite of True at Ed Next

July 10, 2013

xkcd the opposite of true

HT xkcd

(Guest post by Greg Forster)

Education Next hosts a throwdown between Jay and Kate Walsh on the NCTQ teacher training standards. Backfill here.

What strikes me most about the exchange is that Walsh begins her response by essentially giving away the store to Jay:

The idea of encouraging experimentation in the education sector makes sense: if you don’t know what works, let a thousand flowers bloom. And the field of teacher education would appear to be particularly fertile ground. After all, there’s been a common presumption that no one knows what works.

Then, bizarrely, she argues that because Jay is right that we need to have more experimentation and “let a thousand flowers bloom,” we should impose regulations that restrict experimentation and limit how many kinds of flowers are allowed to bloom:

Teacher prep is the Wild West of higher education…This level of disarray raises an important question:  How much experimentation should we tolerate, given what’s at stake?…No doubt there is a difference between the kind of experimentation that Jay is calling for and teacher prep’s current modus operandi of throwing anything against a wall and seeing if it sticks—or worse, not even caring if it sticks, just doing it because a professor has decided he’s right, no matter the evidence to the contrary. But since the field itself is not rigorously gathering data on what works — and the risk for the students of new teachers is so great — it makes sense to establish reasonable guidelines as to what should go into teacher training to ensure, at the very least, that new teachers “do no harm.”

No, that’s the opposite of true. If we don’t know what works because we aren’t collecting data, and our top priority is to do no harm, the very last thing we should do is impose new regulations! The whole point of regulations is to prevent people from doing things that we know do harm. We impose lead regulations on paint manufacturers because we know putting lead in paint does harm. We impose medical trial regulations on medicine companies because we know selling untested medicines does harm. We impose broken glass regulations on fast food restaurants because we know putting broken glass in hamburgers does harm. (At least until you grind it up so fine that it’s no longer sharp, like they do in McDonald’s milkshakes.)

Imposing regulations when you don’t know what works is the quickest path to doing lots and lots of harm – and, by the way, it also prevents you from collecting data to find out what works (which is what we ought to be doing) because you can’t collect data on methods you aren’t allowed to try.