As supporters of
public school choice policies that provide students — regardless of zip code — with the great teachers and quality schools that they need to succeed, we are proud to celebrate National School Choice Week 2017.
Finally, charters and other
public school choice policies — strengthened in 35 states — continue to empower parents to seek out the best educational opportunities for their children.
While many public school choice options can be considered by states — including open enrollment policies and magnet schools — the most prominent
public school choice policy is charter schools.
Not exact matches
Trump had sought $ 1 billion to encourage
public school districts to adopt
choice - friendly
policies, and another $ 250 million to expand private -
school voucher programs.
GOP mayoral candidate Paul Massey is unveiling an education plan that would champion
school choice and bring back some Bloomberg - era
policies — including reinstating A-to-F report cards to grade
public schools.
«
School choice policies may impact segregation and diversity of
public schools.»
«
School choice is enhanced when voucher
schools or other alternatives supported on the
public dime report more rather than less information,» said Cowen, associate professor of education
policy and teacher education.
Because I had such an incredible experience during PPIA, the Woodrow Wilson
School was my top
choice for graduate studies in
public policy.
For example, your elected officials should be focused on things like equal access to essential
public services, fair governmental priorities and
policies, city hall
policies,
school district
choices, and
public health measures.
On - going trends involving
public school segregation have been a primary focus of the CRP's research, and the expanding
policy emphasis on
school choice prompted analysis of the much smaller — but politically potent — charter sector.
To explore the influence of
school choice on district
policy and practice, we scoured media sources for evidence of urban
public -
school districts» responses to charter competition.
But as that system is slowly replaced by one marked by an array of nongovernmental
school providers, parental
choice, and the «portfolio management» mindset, new
policies (undergirded by a new understanding of the government's role in
public schooling) are needed.
All you need to know about NEA's position on charter
schools is actually contained in the original 2001
policy, which states that charters should not exist «simply to provide a «
choice» for parents who may be dissatisfied with the education that their children are receiving in mainstream
public schools.»
But any comparison of the demographics of students in charter and traditional
public schools provides at best an incomplete picture of segregation because segregation resulting from
school choice policies would occur primarily across
schools, not within
schools.
They haven't always agreed — especially on which levels of government should do what, how many forms of
school choice warrant
public funding, how best to evaluate teachers, and so on — but I'm not talking about consensus on the details of
policy and implementation.
Under an intradistrict
choice policy, a family is able to choose any traditional
public school within their
school district, even if it falls outside of their local
school attendance zone.
In the preceding analyses, we excluded charter
schools so we could focus on
choice policies within the traditional
public school system.
Our analysis focuses on new
school options — traditional
public, charter, and private — that families might gain access to under different kinds of
choice policies.
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making
school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London;
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and
Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within -
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of
schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme
policy in Save the Children's UK Programme; After
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of L
school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.
For example, expanding distance from one mile to five more than doubles the number of families who could gain access to a
choice of at least two
public schools under an intradistrict
choice policy.
But as we've learned from roughly a quarter - century of experience with state - level
school choice programs and federal higher education
policy, any connection to the federal government can have unintended consequences for
choice, including incentivizing government control of the
schools to which
public money flows.
In this report, we use nationwide data on the locations of
public and private elementary
schools to calculate the percent of American families that could potentially gain access to new
school options under different national
school choice policies.
In this report, we begin to fill this gap by using nationwide data on the locations of
public and private elementary
schools to calculate the percent of American families that could potentially gain access to new
school options under different national
school choice policies.
Under an interdistrict
choice policy, a family is able to choose any traditional
public school outside their
school district.
The real culprit of the
school systems» troubles, Weingarten says, has been state governments» support for expanding charter
schools, voucher plans and other
school choice policies, which she argues has eaten into the budget for traditional
public schools.
Parents, educators, and taxpayers surveyed by the
Public Policy Forum in Milwaukee cited a range of guidelines, from reporting test scores and teacher qualifications to oversight by an independent board, they believe are necessary to oversee
choice programs involving private
schools.
Still, Strauss does an absolutely superb job of introducing the co-chair of the Broader Bolder coalition as «Helen Ladd, the Edgar T. Thompson Distinguished Professor of
Public Policy and Professor of Economics at Duke University who has spent years researching
school accountability, education finance, teacher labor markets, and
school choice.»
Yes, districts developed
policies for NCLB
public school choice and supplemental education services, but they cleverly thwarted the full implementation of these programs, evidenced by the shockingly low student participation rates.
Taken as a whole, information about local
school rankings has a less substantial impact on
public thinking about teacher
policy than it has on thinking about
school choice policies.
The nomination of Betsy DeVos as secretary of education guarantees that
school choice will remain a key component of the education
policy agenda in 2017, as
public charter
schools continue to expand and state and federal policymakers implement or consider
policies to expand access to private
schools.
In their work at the Project for
Policy Innovation in Education, Kane and his colleagues have been working with
school districts around the country, using data to evaluate hiring and certification
policies for teachers,
public school choice systems, and the effect of charter and pilot
schools on student outcomes.
This second comparison with non-APIP
schools enables me to separate out the impact of any
policy, such as the Texas Advanced Placement incentive program or the 10 percent rule (every student in Texas in the top 10 percent of her graduating high -
school class is guaranteed a spot at the
public university of her
choice), that could have occurred at the same time as APIP implementation and could otherwise be confused with the effect of APIP.
Publicly funded
school choice has increased considerably in recent years, helped by a variety of initiatives, including
public charter
schools, transfer options for students under the No Child Left Behind Act (NCLB), inter-district enrollment programs, and a variety of
policies to subsidize private -
school tuition.
These
policies are 1) raising education spending (with several possible routes for allocating those funds); 2) accountability for teachers and
schools; 3) enhanced
choice among
public school options, especially charter
schools; and 4) early childhood education.
His most recent article, «Preferencing
Choice: The Constitutional Limits,» is highly critical of state policies that continue to promote school choice at the expense of public schools and v
Choice: The Constitutional Limits,» is highly critical of state
policies that continue to promote
school choice at the expense of public schools and v
choice at the expense of
public schools and values.
He ignores the wide body of research suggesting that
school -
choice policies improve
public schools by forcing them to compete for students that they used to take for granted.
How the
public feels about the
school choice setting in New Orleans can shape education
policy, and education
policy can shape the OneApp's role, now and in the future.
There, in 2012 a
public school —
choice policy prescribed by No Child Left Behind (NCLB) fell afoul of the inherited judicial law of desegregation.
Voiceover: Are you tired of trying to use private
school choice policy to remove mediocre, incompetent or just plain dangerous teachers from
public schools?
Her research has been focused predominately on K - 12
public education fiscal
policy, as well as the competitive and efficiency effects of
school choice on the
public school system.
School choice reforms, which comprise a broad category of
policies aimed at improving
public education through the introduction of market forces that may stimulate customer
choice and competition between
schools, have grown particularly popular since the 1990s.
Her research explores the relationship between education,
policy, and equality of opportunity through three
policy strands: 1) the racial politics of
public education, 2) the politics of
school choice, marketization, and privatization, and, 3) the role of elite and community - based advocacy in shaping
public education
policies and research evidence utilization.
Award Second Runner - up: To StudentsFirst for State
Policy Report Card Read Review → First Runner - up: To American Legislative Exchange Council for Report Card on American Education: Ranking State K - 12 Performance, Progress, and Reform Read Review → Grand Prize Winner: To Brookings Institution for The Education
Choice and Competition Index Read Review → and for
School Choice and
School Performance in the New York City
Public Schools
The cost of busing, the harm that members of all racial communities feared that the Seattle Plan caused, the desire to attract white families back to the
public schools, and the interest in providing greater
school choice led the board to abandon busing and to substitute a new student assignment
policy that resembles the plan now before us.
Lead author of Rhetoric vs. Reality: What We Know and What We Need to Know About Vouchers and Charter
Schools, he has published in the Journal of Research on Educational Effectiveness, Educational Evaluation and
Policy Analysis, Behavioral Science and
Policy, Statistics and
Public Policy, the Journal of Labor Economics, Economics of Education Review, Education Finance and
Policy, American Journal of Education, Teachers College Record, Peabody Journal of Education, Education Next, the Handbook of Research on
School Choice, and the Encyclopedia of Education Economics and Finance.
The debate on
school choice is about more than just opposing vouchers and our efforts center on supporting
policy that strengthens
public schools.
The provision — sort of a
policy cocktail mixing equal parts
school choice and
school safety — says that any student attending a «persistently dangerous»
public school must be allowed to transfer to a «safe»
school in that district.
Before the introduction of
school choice policies, private
schools were the only option for city residents dissatisfied with their local
public schools.
In January 2012, Washington Post education reporter Michael Alison Chandler said
school choice has become «a mantra of 21st - century education reform,» citing
policies across the country that have traditional
public schools competing for students alongside charter
schools and private
schools.
On the importance of government, for example, Brian Eschbacher, executive director of Planning and Enrollment Services in Denver
Public Schools, described policies and systems in Denver that help make choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common performance framework and accountability system for traditional and charter schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confi
Schools, described
policies and systems in Denver that help make
choice work better in the real world: a streamlined enrollment system to make choosing easier for families, more flexible transportation options for families, a common performance framework and accountability system for traditional and charter
schools to ensure all areas of a city have quality schools, and a system that gives parents the information they need to choose schools confi
schools to ensure all areas of a city have quality
schools, and a system that gives parents the information they need to choose schools confi
schools, and a system that gives parents the information they need to choose
schools confi
schools confidently.