A new study by the National Bureau of Economic Research is one of the relatively few recent studies reporting a negative voucher effect—students using vouchers in Louisiana learned a good deal less than similar students in regular public schools. The reason: students with vouchers had few good choices, since the available schools were weak and had lost large numbers of tuition-paying students.
In a compelling recent blog post, Nathan Gibbs-Bowling warned that as Washington State’s new Teacher of the Year he won’t be taking positions on most of the hot policy topics of the day (Common Core, charter schools, etc.).
We at CRPE have been watching the evolution of New York City Department of Education’s (NYCDOE) “iZone” for years. Betheny Gross and I did a paper on the early days of the iZone, when the district was asking about 200 schools to radically rethink their instruction, assessment, and staffing to revolve around personalization and customization for each student.
This blog was originally published in Fordham's Flypaper.
Tennessee is breaking ground on how it addresses its lowest-performing schools by employing both district-led (iZone) and state-led (Achievement School District) turnaround efforts. Very early results show both promise and concern—and illustrate how incredibly hard school turnarounds can be.
There’s a Jewish parable about the mother of a boy who hates kreplach. The mother tries to ease the boy into liking the traditional dumplings by having him cook some with her. The boy is excited about the prospect of cooking together. He exclaims with delight at the addition of each ingredient—the beef, the potatoes, the onions. He helps roll out the dough and adds the filling. But at the moment the kreplach begin to take shape, he screams in terror, “GAAAH! Kreplach!”
Grappling with new ways to solve problems is a regular challenge in the K–12 space, yet good ideas don’t fall from the trees. Technology is now being used to try to solve problems like differentiating learning in classrooms, but could it help us address some of K–12’s stickier system-wide challenges?
I was reading about these innovations in other sectors and wondered whether they might have a use in education: