Political leaders hope to act soon to renew and fix the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind). In this important paper, Thomas B. Fordham Institute President Chester E. Finn, Jr. and Executive Vice President Michael J. Petrilli identify 10 big issues that must be resolved in order to get a bill across the finish line, and explore the major options under consideration for each one. Should states be required to adopt academic standards tied to college and career readiness? Should the new law provide greater flexibility to states and districts? These are just a few of the areas discussed. Finn and Petrilli also present their own bold yet "reform realist" solutions for ESEA.
August 1970
Geographic Focus: North America / United States
Is it time for Ohio to take bolder steps toward turning around its most troubled schools and districts? If so, what might the alternatives look like? Options for rebooting these troubled schools have come in the form of mayoral control, state takeovers, market competition through charter schools and other choice programs, as well as millions of federal dollars spent on "school turnaround", yet it seems that it might be time to try something new in Ohio. In looking for alternatives to simply doing more of the same, Ohio policymakers are looking to the experiences of other states. Among the boldest and most interesting of these is Louisiana's Recovery School District (RSD), which is accomplishing both significant gains in student achievement and consequential impacts on district-level standards. In this recent report by the Thomas B. Fordham Institute author Nelson Smith asks if and how the RSD concept might be a model for Ohio.
August 1970
Geographic Focus: North America-United States (Midwestern)-Ohio, North America-United States (Southern)-Louisiana
The Common Core State Standards (CCSS) for English language arts and mathematics represent a sea change in standards-based reform and their implementation is the movement's next -- and greatest -- challenge. Yet, while most states have now set forth implementation plans, these tomes seldom address the crucial matter of cost. Putting a Price Tag on the Common Core: How Much Will Smart Implementation Cost? estimates the implementation cost for each of the forty-five states (and the District of Columbia) that have adopted the Common Core State Standards and shows that costs naturally depend on how states approach implementation. Authors Patrick J. Murphy of the University of San Francisco and Elliot Regenstein of EducationCounsel LLC illustrate this with three models:
August 1970
Geographic Focus: North America / United States
Education and Literacy, Employment and Labor
In this "Ed Short" from the Thomas B. Fordham Institute, Amanda Olberg and Michael Podgursky examine how public charter schools handle pensions for their teachers. Some states give these schools the freedom to opt out of the traditional teacher-pension system; when given that option, how many charter schools take it? Olberg and Podgursky examine data from six charter-heavy states and find that charter participation rates in traditional pension systems vary greatly -- from over 90 percent in California to less than one out of every four charters in Florida. As for what happens when schools choose not to participate in state pension plans, the authors find that they most often provide their teachers with defined-contribution plans (401(k) or 403(b)) with employer matches similar to those for private-sector professionals. But some opt-out charters offer no alternative retirement plans for their teachers (18 percent in Florida, 24 percent in Arizona).
August 1970
Geographic Focus: North America-United States
Education and Literacy;Employment and Labor;Government Reform
Recommends policies to raise postsecondary education attainment rates and incomes by aligning higher education with workforce needs, expanding financial access to and state support for colleges, and providing multiple pathways. Lists promising practices.
August 1970
Geographic Focus: North America / United States (Northeastern) / Maine
Education and Literacy;Government Reform
Explores the rise of college rankings, similarities and differences from postsecondary assessment efforts, and factors behind their limited relevance to policy such as their effect on institutional behaviors. Recommends ways to enhance policy relevance.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Government Reform
Outlines the state of higher education financing in the United States, Mongolia, South Africa, and Ukraine; examines current policies and political and economic contexts; and recommends funding strategies to ensure high-quality education and equity.
August 1970
Geographic Focus: Africa (Southern) / South Africa;North America / United States;Europe (Eastern) / Ukraine;Asia (Eastern) / Mongolia
Education and Literacy;Employment and Labor
Estimates the state's shortage in highly educated workers in 2025 and outlines ways to raise college attendance rates, transfer rates from community colleges, and graduation rates from four-year institutions to help close the gap. Discusses policy issues.
August 1970
Geographic Focus: North America / United States (Western) / California
