What does it take for school choice to “work”? How do existing tools fall short? What can be done to ensure that all families have access to quality school options? Like many cities across the nation, Washington, D.C., has looked to school choice as one way to improve educational outcomes for disadvantaged students. School choice attempts to level the playing field between students of different backgrounds by making it possible for all families to have access to a city’s high-quality public schools—whether students live near these schools or not. But school choice requires families to make substantial investments of time and resources into the school choosing process, which can pose barriers to ensuring all families can access quality schooling options.
In this brief, we set out to understand how unionization may or may not shape practices central to charter schools’ ability to serve students.
This brief presents findings from a preliminary analysis of 10 organizations with school navigator services.
In this brief, we explore evidence related to the causes of OUSD’s financial crisis and why previous efforts to right the ship have failed.
The report examines the Texas Education Agency’s System of Great Schools (SGS) initiative, which calls on districts to manage school performance in new ways, expands access to school choice options, and takes a dynamic approach to managing their supply of schools....
This report provides key lessons for states seeking to make improvements in districts and schools navigating a transition to local control.
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Research analyst Ashley Jochim will present work on state takeovers on November 3, 2016 at the Association for Public Policy Analysis and Management (APPAM) Conference.
Join CRPE's Paul T. HIll and Ashley E. Jochim as they discuss their new book, A Democratic Constitution for Public Education.
Here's where to find CRPE experts at the 2015 Association for Education Finance and Policy (AEFP) 40th Annual Research Conference in DC.
The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas—from early education through higher education, from digital learning to second language literacy.
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Ashley Jochim is quoted in Wired on CRPE's work studying pandemic-born learning pods.
Ashley Jochim is quoted on NPR about reopening schools.
Ashley Jochim is quoted in the Baltimore Sun on teachers unions' impact in school reopening decisions.
Ashley Jochim is quoted by PEW on school reopenings.
Ashley Jochim is quoted in the Seattle Times on states' guidance for school districts amid COVID-19.
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School systems recovering from the COVID-19 crisis may be able to recreate the high level of individual attention students saw in successful pandemic pods.
If districts don't heed demand and make changes in-house, it is possible that they will only accelerate drops in public school enrollment.
A year into the pandemic, what are New England students’ prospects for successfully navigating life after high school?
District and school leaders can no longer presume parents’ trust in schools, or forget that it must be constantly renewed during and after the pandemic.
Community-based organizations and adults beyond the teacher are playing an increased role supporting students and their families through the pandemic, but there is room for more learning pods to take advantage of their flexible nature to provide more well-rounded support.
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