Two studies published by Education Next (EdNext) … conclude that parents seem to be happier with their children’s schools when they are able to choose them.
The first study was an analysis of data from the 2012 National Center for Education Statistics (NCES) survey, which was given to a representative sample of 17,166 households. In the survey, the US Department of Education asked parents about their satisfaction with their child’s school. While the data was collected in 2012, it had never been published until the EdNext analysis.
The data showed that the percentage of parents who were “very satisfied” with their children’s schools was higher for parents with students in schools of choice—including charter schools (63 percent), district schools of choice (61 percent), and private schools (81 percent)—than for parents with students assigned to a specific district school (56 percent).
The second study reported on the results of a first-of-its-kind parent satisfaction poll that EdNext conducted last summer, with a representative sample of 1,500 parents. Across all surveyed categories, except “location of school”, the data showed that more chartered school parents were “very satisfied” or “satisfied” than district parents. Similarly, private school parents were more satisfied across all categories than district parents.
The two studies support the hypothesis posed that, “to maintain and enlarge their market share, all schools of choice must satisfy the families who make use of them.” And the consistency between the two is important, according to Paul Peterson, an author on both studies, because “even though [the two surveys] had somewhat different methodologies our findings are surprisingly consistent.”
The findings of these two studies are also consistent with overall national American attitudes towards choice and chartering. Last year’s PDK/Gallup Poll showed nearly two-thirds of Americans are in favor of charter schools, and of permitting parents to select any public school in their district.
Milwaukee Public Schools has begun to pave a way to a better future for young men and boys of color. The Department of Black and Latino Male Achievement (BLMA) was established to address the disparities in academic and life outcomes for young men and boys of color, and to implement programs that improve their lives, according to a press release.
MPS has high hopes that this new department, that officially launched this school year, will be a success.
BLMA is ran by five men who are dedicated to changing the lives of young men and boys. Juan Baez and Lanelle Ramey are directors of BLMA, Paul Moga is the coordinator, David Castillo is the planning assistant and the newest member is Sergio Muniz who will be working closely with the children— each of these men will report directly to Superintendent Darienne Driver.
The department brought out 50 male students of color to Casimir Pulaski High School on Oct. 2 to let the students know this department is an advocate for them, said Ramey.
Ramey along with other members of the department are products of MPS, and he’s happy to be helping young men who were just like him have a better chance at life.
“We do this from our heart,” said Ramey. “I am a product from it (MPS) all the way.”
Ramey began his days with MPS in grade school, and now many years later he’s still in the system, but now with more power to help change things.
Men and boys of color is the focus of this department because the data shows they’ve fallen behind everyone else. Now the department has made it their duty to help these students reach their full potential.
“Change is coming for our boys of color,” said Ramey. “They’re important to us.”
BLMA is in the process of their 100-day plan, which is trying to define what exact activities and curriculum the department will provide not only for the boys of color, but MPS as a whole.
The National Campaign for Black Male Achievement (CBMA) has partnered with BLMA and will be supporting the department through its endeavors.
Ramey and Baez hope to change the media’s image of these young boys and men, and to also show these students how to embrace themselves.
Baez knows by helping these young men and boys it will positively affect the rest of MPS, and other students.
“We’re going to need to need the community’s support with this,” said Baez. “It’s really going to take a family.”
With just a handful of weeks left in this presidential administration, the U.S. Department of Education released a final rule Monday that could have a major impact on how districts spend their federal special education money.
The department’s regulation creates a standard approach that states must use in determining if their districts are over-enrolling minority students in special education compared to their peers of other races. If the disparities are large enough, districts are required to use 15 percent of their federal allotment under the Individuals with Disabilities Education Act on “coordinated, early intervening services” aimed at addressing the issue.
The new rule also requires states to use a standard approach to determine whether minority special education students are in segregated settings more than peers of other races, or if they face more suspensions and expulsions than their peers. Disparities in those areas would also trigger the requirement to use federal money to fix the problem. Though the 15 percent set-aside is for what the law calls “early intervening” services, districts could use that money for students from age 3 through 12th grade, the regulations state.
The requirement will go into effect no later than the 2018-19 school year…
Education Evolving
Originally Published, January 4, 2017
For the past five months, we have followed the development of Minnesota’s state accountability plan as mandated by the federal Every Student Succeeds Act (ESSA). While the US Department of Education (USDE) has defined what must be included in four of the plans’ required indicators, states have the freedom to choose which measures they will include in their fifth indicator, of school quality/student success (SQ/SS).
As we’ve previously written, because of the lack of available data, chronic absenteeism was identified by the Minnesota Department of Education (MDE) as the only SQ/SS measure that’s currently feasible for Minnesota. However, on November 29th, USDE extended ESSA implementation by one year, giving MDE’s Advisory Committee additional time to create a well-rounded SQ/SS indicator that would, ideally, include more than chronic absenteeism.
While most states have not released their ESSA draft plans, thirteen have—Arizona, Delaware, Idaho, Illinois, Louisiana, Maryland, Montana, North Carolina, Oklahoma, Oregon, South Carolina, Tennessee, and Washington. Arizona, Idaho, Montana, and North Carolina, however, do not define what possible SQ/SS measures their state will use.
All of the other states, except South Carolina, indicated that they intend to use chronic absenteeism as one of their SQ/SS measures; with Delaware, Maryland, Tennessee, and Washington using it only for elementary and middle schools.
Two SQ/SS measures were prominent throughout the state’s draft plans—Career and College Readiness and 9th Grade On-Track. Below are descriptions of the measures.
College and Career Readiness Measure
Seven states—Delaware, Illinois, Maryland, Oklahoma, South Carolina, Tennessee, and Washington—have some form of a College and Career Readiness measure that calculates a school’s performance on or access to Advanced Placement (AP), International Baccalaureate (IB), SAT, ACT, Career and Technical Education (CTE), and Dual Enrollment.
South Carolina’s measure is more complex, with high schools earning points based on the percentage of students who meet the College Ready/Career Ready benchmark, which is comprised of several different metrics, such as earning a 3 or higher on an AP exam or meeting ACT benchmarks in mathematics (22) and English (18).
Similarly, Tennessee’s measure, Ready Graduate, is calculated by multiplying the graduation rate and the highest percentage of students who do one of the following:
Score a 21+ on the ACT OR
Complete 4 Early Postsecondary Opportunities (EPSOs) OR
Complete 2 EPSOs and earn an industry certification
Washington’s measure is more prescriptive. It only has a metric for dual credit participation, which is measured by the percent of students who participate in a dual credit educational program.
Delaware is the only state whose measure includes a metric for elementary and middle schools. Specifically, Delaware uses a “growth to proficiency” metric, which measures the percentage of students on track to be at grade level in a given content area within three years.
Minnesota initially considered including a College and Career Readiness measure, but due to insufficient and misaligned data systems, the Technical Committee decided at the October 25th meeting to delay its inclusion.
9th Grade On-Track Measure
Three states—Illinois, Oregon, and Washington—indicated in their draft plans that they intended to use 9th-grade on track as a measure, which is the percent of first-time 9th grade students in a high school who do not fail a course.
Other SQ/SS Measures
Illinois: Early childhood education, which would be measured by kindergarten transition, pre-literacy activities, and academic gains. Unfortunately, the draft plan did not flesh out what “kindergarten transition” would measure, but it did indicate that it might not be ready for the 2017-18 academic year.
Illinois’ plan indicated that they may also use a school climate survey. Currently, Illinois uses the 5Essentials survey, which was developed at the University of Chicago and measures a school’s effectiveness in the following five areas:
Effective Leaders
Collaborative Teachers
Involved Families
Supportive Environments
Ambitious Instruction
Louisiana: Their ESSA Framework included a comprehensive list of SQ/SS measures that were divided into four categories:
Mastery of Fundamental Skills
Serving Historically Disadvantaged Students
Fair and Equitable Access to Enriching Experiences
Celebrating and Strengthening the Teaching Profession
Louisiana’s entire list of SQ/SS measures can be found here.
South Carolina: An “Effective Learning Environment Student Survey”, which would be administered every January to students in grades 4-12 and would include 29 items that measure topics on equitable learning, high expectations, supportive learning, active learning, progress monitoring and feedback, digital learning, and well-managed learning.
We will continue to report on ESSA updates in Minnesota and the country. MDE’s next ESSA Accountability meeting is scheduled for Thursday, January 5th from 5:30-8:00 PM. For more information about MDE’s ESSA implementation plan, visit their website.
Education and the Media – Education Week — Nikole Hannah-Jones, an investigative journalist known for her deep dives exploring race and the resegregation of the nation’s public schools, has been named a 2017 MacArthur Fellow, the so-called genius grants awarded in an anonymous process.
“I’ve known for about a month,” Hannah-Jones said Wednesday, one day after being named among 24 in the 2017 group announced by the Chicago-based John D. and Catherine T. MacArthur Foundation. “You basically get a call out of the blue, and then you can only tell one person. I told my husband.”
The foundation said Hannah-Jones’ work chronicles “the demise of racial integration efforts and persistence of segregation in American society, particularly in education.”
“She combines analyses of historical, academic, and policy research with moving personal narratives to bring into sharp relief a problem that many are unwilling to acknowledge still exists and its tragic consequences for African American individuals, families, and communities,” the foundation continued…
More than 104,000 students were identified as homeless by NYS school districts and charter schools according to a report by New York State Technical and Education Assistance Center for Homeless Students.
The data come from the New York State Education Department’s Student Information Repository System. The new number represents a 6 percent increase from the 2015-2016 school year. Students in temporary housing now make up approximately 10 percent of the student population in NYC.
“One out of every 10 NYC students is homeless,” said Kim Sweet, AFC’s executive director. “The number of children and youth experiencing homelessness in NYC is twice the size of the entire Boston public school system.”
Sweet added that the city has taken some steps to help homeless students, including offering yellow bus service to kindergarten through sixth-grade students living in shelters and hiring more than 30 Department of Education social workers for schools.
Being homeless can have adverse effects on a child’s education. They experience twice the rate of learning disabilities, are four times more likely to show a developmental delay than middle-income children and have three times the rate of emotional-behavioral disorders than children who are housed.
Congress is late in turning in two important assignments that affect young children: Both the Children’s Health Insurance Program and a federally funded program that provides counseling to vulnerable families expired Sept. 30, the end of the fiscal year.
Neither program will run out of money immediately, and both programs have support from Republicans and Democrats. But the expiration, even if it proves temporary, illustrates how difficult it has been for Congress to address other legislation as it has wrestled, unsuccessfully, with repealing the Affordable Care Act.
The highest-profile of the two programs to expire is the Children’s Health Insurance Program, which Congress failed to extend by the end of September, could put a financial strain on states—and eventually jeopardize coverage for the roughly 9 million children covered by the program…
Hemmed in by a Republican-controlled Congress and President Donald Trump, the top Democrats in the Senate and House have been working to parry GOP advances in general. But when it comes to education, could Democrats cut deals with Trump on at least a few issues?
The two parties have shown some willingness to find common ground in other areas. Prime example: the deal Senate Minority Leader Chuck Schumer and House Minority Leader Nancy Pelosi struck with Trump last month to raise the debt ceiling and keep the federal government running through the rest of 2017.
The move stunned GOP leadership. But if Trump is willing to work publicly in that way with leaders of a party he frequently blasts, are there any deals to be had on education and…
Probably not, say a couple dozen inside-the-beltway education experts surveyed by Whiteboard Advisors. In fact 79 percent of them don’t think Congress will follow through on the proposals.
Here’s a handy graphic breaking this down:
Most of those surveyed expected to see Title II, a $2.05 billion program aimed at improving teacher quality, stick around too, although it might be reduced…
U.S. Secretary of Education Betsy DeVos’ school choice agenda has run into roadblocks on Capitol Hill. But, from her perch at the department, she has other levers to get states and districts to offer kids more schooling options, without help from anyone in Congress.
What are they? Here’s a quick breakdown:
Make it a priority for federal grants.
Okay, so far, Congress hasn’t seemed to wild about DeVos’ idea of a new grant program just for vouchers, or allowing Title I money to follow kids to the school of their choice. In fact, lawmakers have told her those things are a no-go for now. But the Education Department doles out more than $1 billion in federal grants every year. And if they want to, federal officials can give applicants a leg-up if they pitch something choice related, or maybe even if they are a charter school, or part of a district that’s home to a voucher program. That wouldn’t mean all of the money would go to choice-related activities, but it might steer a good chunk more in that direction…
More than 104,000 students were identified as homeless by NYS school districts and charter schools according to a report by New York State Technical and Education Assistance Center for Homeless Students.
