Latest News

The Cost of Suspensions in California Schools

March 21, 2017

This research from the Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and causing billions of dollars in economic damage. The financial consequences of school suspensions, including both additional costs borne by taxpayers as a result of suspensions and lost economic benefit, are quantified. The impact of school suspension varies widely by school district, with California’s largest districts incurring the greatest losses. For example, suspensions in the Los Angeles Unified School District for a 10th grade cohort are estimated to cause $148 million in economic damage. The report calculates a total statewide economic burden of $2.7 billion over the lifetime of the single 10th grade cohort.

Rumberger, R., & Losen, D. (2017). The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project.

https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/summary-reports/the-hidden-cost-of-californias-harsh-discipline/CostofSuspensionReportFinal-corrected-030917.pdf

 


 

President Trump Proposed Education Budget

March 17, 2017

President Trump’s proposed America First Budget reduces the Department of Education budget by $9.2 Billion.  It is important to note in America education is primarily a State and local responsibility. The federal portion of education budget is only 1% of the total national education expenditures. Some of the programs that are at risk are Title II grants which provide funds to hire and train teachers, teacher improvement programs, summer programs, after-school and extended-learning initiatives, teacher-preparation program improvement, Supplemental Educational Opportunity Grants (SEOG) which offer aid to low-income undergraduates, TRIO Programs (TRIO) serving low-income individuals, first-generation college students, and individuals with disabilities, GEARUP (Gaining Early Awareness and Readiness for Undergraduate Programs, and The Supporting Effective Educator Development (SEED) Grant Program which provides non-profits resources for recruiting, selecting, and preparing or providing professional enhancement activities for teachers and principals.

Programs that are not at risk of losing funds are Federal Pell Grants, funding for historically black colleges and universities, Title I grants that specifically target schools serving disadvantaged students, and special education funding. The big winner is school choice. New funds of about $418 million are proposed for private school choice and charter schools.

Citation: Office of Budget and Management. (2017). America First: A Budget Blueprint to Make America Great Again.

America First Budget Proposal Link:

https://www.whitehouse.gov/sites/whitehouse.gov/files/omb/budget/fy2018/2018_blueprint.pdf

 


 

Teaching Students to Write Effectively

March 14, 2017

Teaching Secondary Students to Write Effectively

This practice guide released by What Works Clearinghouse presents three recommendations for helping students in grades 6 to 12 develop effective writing skills along with the strength of evidence to support the recommendations.

  • Explicitly teach appropriate writing strategies using a model-practice-reflect instructional cycle. Strong Evidence
  • Integrate writing and reading to emphasize key writing features. Moderate Evidence
  • Use assessments of student writing to inform instruction and feedback. Minimal evidence

Each recommendation includes specific actionable guidance for educators on implementing these practices in the classroom. It is geared toward administrators and teachers in all disciplines who want to help improve their students’ writing.

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_secondary_writing_110116.pdf

 


 

The Importance of Data Visualization in Decision Making

March 1, 2017

Sage Spotlight on Data Visualization

The February issue of Sage Publishing’s newsletter, Sage Methods Minute, presents useful guidance on understanding and managing data visualization in making effective decisions. The newsletter offers a lecture, interview, and webinar on this important but often neglected topic. Productive data-based decisions rely on the effective use of analytics and the acquisition, interpretation, and communication of meaningful patterns in data. In an increasingly complicated world in which vast quantities of data are available, it is essential that educators become astute in presenting data adapted to different audiences and in identifying deceptive data so they are able to make wise decisions in the service of educating children. The Sage Spotlight newsletter on visualization includes Tailoring Data Visualization to Reach Different Audiences by Tom Schenk; Textbooks in Data Visualization: 60 Seconds with Andy Kirk; and Webinar: Learn the Essentials of Data Visualization by Andy Kirk and Stephanie Evergreen. For those interested in additional resources on this topic, the works of Edward Tufte, professor emeritus of political science, statistics, and computer science at Yale University, and Howard Wainer, adjunct professor of statistics at the Wharton School of the University of Pennsylvania, provide insight in how to deliver information that communicates your message.

Sage February Newsletter: http://info.sagepub.com/q/17I2b2bhfM2Fc8adzqeF1h/wv

Edward Tufte: https://www.edwardtufte.com/tufte/index

Howard Wainer: https://www.amazon.com/Howard-Wainer/e/B000AP7SUU

 


 

Increasing Opportunities for Teachers to Plan Lessons

February 28, 2017

Reimagining the School Day: Innovative Schedules for Teaching and Learning

A new report from the Center for American Progress suggests that American students would be better served if teachers were allowed more time to collaborate with colleagues, plan lessons, and review the effects of instruction. Education reform efforts in the United States have resulted in notable increases in the average length of the school day and the school year, expanding total instructional time for students. This means that teachers spend about 27 hours per week in face-to-face time teaching. Disappointingly, these efforts have not increased student achievement scores. An unintended consequence has been that American teachers typically spend significantly less time planning lessons than peers in nations such as Singapore and Finland, which are achieving better results. This report examines scheduling options that increase educator time to plan lessons. Examples of school schedules from across the United States are offered as a resource for schools systems looking to improve performance in this critical area of instruction.

Benner, M., & Partelow, L. (2017). Reimagining the School Day: Innovative Schedules for Teaching and Learning. Washington, DC: Center for American Progress.

https://www.americanprogress.org/issues/education/reports/2017/02/23/426723/reimagining-the-school-day/

 


 

20% of High School Students Passed an AP Exam in 2016

February 23, 2017

1 in 5 Public School Students in the Class of 2016 Passed an AP Exam

The number of students taking Advanced Placement (AP) tests has grown to more than 2.5 million students annually. Overall test scores have remained relatively constant despite a 60% increase in the number of students taking AP exams since 2006. In school year 2015–16, 20% of students taking an AP test passed and were eligible for college credit. The College Board also reports a continuing trend in the significant increase in the number of low-income students participating in the program. Unfortunately, this trend may be negatively impacted by changes in funding. The federal grant program subsidizing AP tests for low-income students has been replaced by block grants in the Every Student Succeeds Act. These funds may still be applied to subsidize low-income populations but are not mandated for this purpose as in the past.

Zubrzycki, J. (2017). 1 in 5 Public School Students in the Class of 2016 Passed an AP Exam. Education Week.

http://blogs.edweek.org/edweek/curriculum/2017/02/ap_results_release_2017.html?cmp=eml-enl-eu-news2

College Board Advance Placement Data: https://research.collegeboard.org/programs/ap/data/participation/ap-2016

 


 

Impact of Virtual Charter Schools

February 16, 2017

A study released on February 16, 2017, finds that online charter schools perform worse than traditional public or brick and mortar charter schools. The study by New York University and RAND Corporation (Ahn & McEachin, 2016) concludes that Ohio students who are enrolled in virtual charter schools spend significantly less time engaged in instruction and are less likely to pass the Ohio Graduation Test. A second study from Mathematica Policy Research (Gill et al., 2015) reports that online charter students experience weaker overall academic growth than comparable traditional public and charter school students. These findings, along with those of a study from Johns Hopkins University (Balfanz et al., 2014) suggesting that virtual charter school graduation rates are worse than those of traditional public and charter schools, strongly support a closer examination of the model and indicate a need for caution regarding online charter schools.

Ahn, J, and McEachin, A. (2017). Student enrollment patterns and achievement in Ohio’s online charter schools. Education Researcher, Vol. XX No. X, pp. 1–14.

http://journals.sagepub.com/doi/pdf/10.3102/0013189X17692999

Gill, B., Walsh, L., Wulsin, C. S., Matulewicz, H., Severn, V., Grau, E., … & Kerwin, T. (2015). Inside online charter schools. Cambridge, MA: Mathematica Policy Research.

https://www.mathematica-mpr.com/~/media/publications/pdfs/education/inside_online_charter_schools.pdf

Balfanz, R., Bridgeland, J. M., Fox, J. H., DePaoli, J. L., Ingram, E. S., & Maushard, M. (2014). Building a grad nation: Progress and challenge in ending the high school dropout epidemic. Annual Update 2014. Baltimore, MD: Everyone Graduates Center, School of Education, Johns Hopkins University

http://files.eric.ed.gov/fulltext/ED556758.pdf

 


 

New Evidence-based Web Site for ESSA

February 15, 2017

The Center for Research and Reform in Education at Johns Hopkins University has announced a February release for a website that reviews every math and reading program for grades K to 12 to determine which meet the strong, moderate, or promising levels of evidence defined in the Every Student Succeeds Act (ESSA). This web site is designed to provide education decision-makers at the state, district and school levels, teachers, parents, and the public with the information to ascertain which programs meet the ESSA evidence standards.

http://evidenceforessa.org

 

 


 

Read to be Ready

February 8, 2017

The Tennessee Department of Education combines coaching, instruction in evidence-based reading practices, and a multitiered system of supports in a new initiative called Read to be Ready. The initiative trains teachers in the best ways to teach children literacy skills. Ample evidence supports the importance of students reading at grade level. Effective reading has been shown to be a reliable indicator of future success in school and adulthood. This initiative is designed to increase literacy by coaching teachers on how to use evidence-based practices of reading. For the past 20 years much attention has been paid to explicit instruction of phonics to improve students’ reading scores. This initiative will build on these efforts by also requiring explicit comprehension instruction to build skills for deriving meaning, analyzing the logic of argumentation, generating conclusions, and interpreting content.

http://www.tn.gov/readtobeready

 


 

Impact of School Improvement Grants

February 3, 2017

School Improvement Grants: Implementation and Effectiveness

The Institute of Education Sciences (IES) recently released a summary report of the impact of School Improvement Grants (SIG). The American Recovery and Reinvestment Act of 2009 provided states and school districts with $3 Billion for SIG. By accepting SIG grants states agreed to implement one of four interventions to improve the lowest performing schools: transformation, turnaround, restart, or closure. The goals of SIG were to improve practices in four main areas: (1) adopting comprehensive instructional reform strategies, (2) developing and increasing teacher and principal effectiveness, (3) increasing learning time and creating community-oriented schools, and (4) having operational flexibility and receiving support. The report finds minimal positive effects from the grants and no evidence that SIG had significant impacts on math and reading scores, graduation rates, or increased college enrollment.

Citation: Dragoset, L., Thomas, J., Herrmann, M., Deke, J., James-Burdumy, S., Graczewski, C., … & Giffin, J. (2017). School Improvement Grants: Implementation and Effectiveness (No. 76bce3f4bb0944f29a481fae0dbc7cdb). Mathematica Policy Research.

https://ies.ed.gov/ncee/pubs/20174013/