By now most Americans are familiar with Common Core as a scheme by the federal government to rewrite education. This experimental program was sold to state governments, sight unseen; without a shred of proof it was better than the program it replaced. This maneuver was largely accomplished through taxpayer-funded bribes, deception, and federal bludgeoning. Common Core proponents used vague language about “excellence” in education, “raising the bar,” and “getting this nation’s children ready for the workforce”, as selling points that new standards were needed. Little or nothing was mentioned about the accompanying curriculum, rewritten textbooks, or the extensive, expensive new testing programs.
Florida’s PLSA program provides an education savings account for special-needs students and has proven to be a perfect solution for students like Brandon. Parents initially pay for approved educational services and then are reimbursed. Funding provided through the program can pay for everything from instructional materials to curriculum to approved specialized services and therapies.
A hundred years ago, teachers first formed unions in the United States. At that time, too many teachers lost their jobs for reasons such as an unplanned pregnancy or gaining too much weight. Wages and working conditions often were substandard.
Last week I was fortunate enough to attend the Cato Institute’s annual Cato University held in Washington D.C. The five and a half day course provided a wealth of information on a wide range of topics. From literature to lectures, I received a great deal from my experience. The best thing I walked away with was confidence that the Liberty movement has a bright future.
On June 29, the Colorado Supreme Court ruled against the Douglas County Choice Scholarship program by overturning a February 2013 Court of Appeals decision upholding the voucher program as constitutional. According to CSC’s decision, the Douglas County program violates Article IX, Section 7 of the Colorado Constitution
As high-stakes testing grows in K-12 education, it is no surprise the testing for teacher certifications is also becoming more high-stakes. The problem is, teacher testing is not a good indicator of teacher quality. An MIT study found “state mandated teacher testing is associated with increases in teacher wages, though we find no evidence of a corresponding increase in quality.”
Its current form is the 2001 No Child Left Behind Act (NCLB), which critics of varied stripes widely regard as a colossal flop. Yet, few in Washington, DC dare talk of repeal. Even with both houses now under Republican control, Congress continues to haggle into an eighth year over the particulars of reauthorization.
Thanks to reforms implemented by Gov. Pat McCrory (R), North Carolina now assigns each of its public schools a letter grade, to help parents understand where their child’s school ranks relative to other schools across the state.
In today’s edition of The Heartland Daily Podcast, Heather Kays, managing editor of School Reform News speaks with Lis Snell. Snell is the director of education at the Reason Foundation. Kays and Snell discuss student-based budgeting.
There is a bill under consideration in the Minnesota Legislature that, unfortunately, is not likely to become law. The bill would change teacher tenure in the state and replace “last in, first out” practices regarding teacher layoffs. If passed, the legislation would effectively force school boards to judge teachers based on performance when layoffs occur, rather than seniority alone.
In today’s edition of The Heartland Daily Podcast, Heather Kays, managing editor of School Reform News, speaks with Patrick Wolf. Wolf is a professor at the University of Arkansas. Kays and Wolf discuss school choice.
When the Nevada Education Savings Account (ESA) law passed last week, there were two main reactions: celebration from school choice advocates who marveled at the scope and positive potential of the law, and the anti-choice crowd’s outrage at an allegedly impending dismantling of traditional public schools.
SBG deserves much more research as it has the potential to hide how poorly a school teaches its students. Students within this new system can now pass with 20 percent knowledge of the material instead of the previous 60 percent.
Education savings accounts offer options not available in the current U.S. educational system. Legislators supporting this concept are clearly indicating they realize the traditional public education system is failing and increased parental involvement and control are desirable and necessary.
In today’s edition of The Heartland Daily Podcast, Managing Editor of School Reform News Heather Kays speaks with Kara Kerwin. Kerwin is the president of the Center for Education Reform. Kays and Kerwin talk about Montana’s fight for school choice.
A new controversy surrounding the already controversial federal Common Core standards relates to global warming. It has come to light recently that new science standards adopted by 13 states so far contains curriculum that conveys some disputed climate change assertions as fact.
A great example in Chicago of how school choice works, and works well, is Leo Catholic High School, a private all-male, secondary parochial high school located at 7901 South Sangamon Street in the Auburn Gresham neighborhood of Chicago. Leo is home to a predominantly African–American student body, and the Chicago Archdiocese school is named in honor of Pope Leo XIII. Established in 1926 as the Congregation of Christian Brothers’ first school in Chicago, Leo has educated thousands of boys from Chicago’s South Side and suburbs.
In today’s edition of The Heartland Daily Podcast, we listen in as Research Fellow Heather Kays appears on the “Freedom Works Show” on Tantalk1340 in Florida with host Paul Molloy. Kays was on to talk about the latest news in America’s education system.
Behrend gave his unconditional support for “blended learning,” a formal education program in which a student learns at least in part through the delivery of content and instruction via digital and online media. Through blended learning there is some element of student control over time, place, path, or pace of learning. Blended learning can be effective in traditional “brick-and-mortar” public school when face-to-face classroom methods are combined with computer-mediated activities.