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.


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.

    


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.


Correct Answers Are So Passé

July 8, 2013

(Guest Post by James Shuls)

In a recent interview, Douglas McCollum, senior vice president and general manager of education publishing company Pearson was asked, “What’s wrong with the way that we do K-12 assessment now?” His response:

We are going from the world of No Child Left Behind, where all of the assessments were objective, multiple-choice items, very cut-and- dry. They really don’t demand as much from students. [They’re] not really demanding that you be able to write, demonstrate your thinking skills, and so forth.

You know, I’ve often said to myself, “The problem with these tests is that their all too objective. What we need is a little subjectivity.” It seems I’m not alone. When asked what testing will look like in five years, McCollum responded:

It’s really all about being able to demonstrate your process of thinking. It’s about types of assessments that don’t necessarily have right or wrong answers, but that ask that students be able to defend a position. We’re moving more towards performance tasks, higher-order thinking, synthesis, comparisons.

I too have often thought that getting the right answer was so passé. After all, everyone knows that having the correct thinking is where it’s at. Although, what happens if I have the right answer with the wrong thinking?

 

 

James Shuls is the education policy analyst at the Show-Me Institute


You Never Can Have Enough Choice

July 5, 2013

(Guest Post by Matthew Ladner)

Matthew Ridley helpfully debunks the notion that modern society has “too much choice.”

P.S. Has Saturday Night Live spoofed TED yet?


Greg Earns Even More Style Points Just Moments After Recanting

June 27, 2013

(Guest Post by Matthew Ladner)

Mere moments after recanting his Common Core opposition, Greg ran up the score on Jay Mathews even more with news that Ohio lawmakers have passed a new statewide voucher program for low-income students.

Don’t stop now Greg! Find something else to recant quick! Tell everyone that you think Firefly was the worst show in the history of television, and maybe we would get nationwide universal school choice!

P.S. BOOOOOOOOOOOOOOOOOOOOOOM!!!!


Greg goes Three-Peat on Jay Mathews

June 27, 2013

(Guest Post by Matthew Ladner)

I think Greg has three-peated on his bet with Jay Mathews regarding school choice expansion. Here is my count, with a few of these not being totally done deals yet (but close enough):

Alabama new tax credit program

Arizona ESA expansion

Indiana voucher program expansion

Indiana tax credit program expansion

Iowa tax credit expansion

South Carolina new tax credit program

Utah voucher program funding increase and formula funding

Wisconsin voucher program expansion

New program discussions are still ongoing in North Carolina and Ohio.  Even before knowing how these turn out, 2013 already represents a very solid year for the movement with two new states added to the choice family and some significant improvements to existing programs.

UPDATE: Paul Diperna wrote me to note that Alabama passed both a refundable and a scholarship credit- meaning two new programs. Extra style points for Greg.