How and why the nation's most important but controversial education law should be renewed...
Technology has transformed all aspects of our everyday lives. From online banking to social networking, we communicate, connect, and consume in ways radically different from the past. Yet the average classroom is not that different from the classroom of fifty years ago. In their book Liberating Learning: Technology, Politics, and the Future of American Education (Jossey-Bass, 2009), Hoover fellows Terry M. Moe and John Chubb, leaders in education reform, tell a dramatic story about the pitched battle to bring about real change and improvement to America’s schools—a battle that pits the innovative forces of technology against the entrenched interests that powerfully protect the educational status quo.
Courting Failure examines the issues involved in school funding adequacy in light of recent court cases and shows that judicial actions regarding school finance—related to either equity or adequacy—have not had a beneficial effect on student performance. The expert contributors explain why low achievement is not inevitable for disadvantaged students and why school resources are not the dominant factor in whether students “beat the odds.” They show that cost studies on the price of an adequate education turn out to be more politics than science. And they tell how many districts often do not spend the funds they have in the manner need.
In 2006, at the invitation of Governor Jeb Bush, the Hoover Institution's Koret Task Force on K–12 Education agreed to undertake an objective assessment of Florida's education policies, focusing on the most pressing issues on the state's agenda—accountability, curriculum reform, effective teaching, school choice, and organizational change, including voluntary preschool education, class-size reduction, and more effective resource management. Florida has already established itself as a national leader with many of its education policies, but crucial challenges lie ahead. This timely and objective assessment by the Koret Task Force identifies the reforms that have been undertaken and provides important guidance for future decisions by the state's citizens and its leadership.
The expert contributors to this volume tell how state laws and policies have stacked the deck against charter schools by limiting the number of charter schools allowed in a state, forbidding for-profit firms from holding charters, forcing them to pay rent out of operating funds, and other ways. They explain how these policies can be amended to level the playing field and give charter schools—and the children they serve—a fairer chance to succeed.
Working from its three precepts for a high-performance public education system that honors the values of American democracy—accountability, choice, and transparency—the Koret Task Force presents Arkansas with a blueprint for reform in four vital areas: standards and curriculum, assessment and accountability, organization and options, and teacher quality.
The contents of this small booklet are drawn from the book Within Our Reach: How America Can Educate Every Child, published by Rowman & Littlefield Publishers, Inc., in association with the Hoover Institution. This booklet is an executive summary of the findings and recommendations of the Koret Task Force on the NCLB issue.
Recommendations from the Koret Task Force, February 2004 An Assessment by Hoover Institution's Koret Task Force on K–12 Education
This book assesses the changes that have occurred in the twenty years since A Nation at Risk, which urged major reforms in American education, was issued by the National education Commission. It offers recommendations based on three core principles—accountability, choice, and transparency—that can reinvigorate the system and rekindle America's confidence in public education.
A group of expert authors from a wide range of perspectives reveal what is known about accountability, what still needs to be learned, what should be done right now, and what should be avoided in devising accountability systems.