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Featured CommentaryEurekaAnalysis and Commentary

California Can Reform K–12 And Medi-Cal, Or Face A Future Of Perpetual Tax Hikes

by David Cranevia Eureka
Wednesday, August 21, 2019

Here’s another way to look at the complicated question of California’s commitment to public education in these flush economic times, with some compelling illustration of the state’s finances. And an unsettling conclusion: more and more tax increases will be the Golden State’s fate unless lawmakers get serious about reforming two large portions of California’s budget—K–12 schools and Medi-Cal, which account for more than one-half of California’s General Fund spending.

Analysis and Commentary

Teachers Get Real About Discipline Reform

by Amber M. Northern, Michael J. Petrillivia Thomas B. Fordham Institute
Wednesday, July 31, 2019

Last December, a headline in Chalkbeat announced the end of a contentious two-year debate among school discipline reformers and other ed-policy aficionados: “It’s official: DeVos has axed Obama discipline guidelines meant to reduce suspensions of students of color.”

Analysis and Commentary

The Federal Charter Schools Program: A Short, Opinionated History, Part II

by Chester E. Finn Jr.via Thomas B. Fordham Institute
Wednesday, July 31, 2019

Clinton entered the Oval Office in January 1993 primed to develop his own version of a federal program to advance the national education goals and eager to include public-school versions of choice in that plan. Congress was still in Democratic hands. (That would change two years later.) The key Senate Democrat was already charter-receptive. So, drawing on long experience as governor of South Carolina, was education secretary Richard Riley. And so was the Democratic Leadership Council, which helped craft Clinton’s education plan.

Analysis and Commentary

A Rising Economic Tide + Reform + Resources = Better Results

by Michael J. Petrilli quoting Eric Hanushek, Margaret (Macke) Raymondvia Education Next
Monday, July 22, 2019

Recently, I argued that much of the progress of the No Child Left Behind era may have stemmed from the dramatically declining child poverty rates of the 1990s. But much does not mean all. Other things were happening back then, too, things that deserve at least some of the credit—namely more education reform and more education resources. Let’s look at the evidence for both.

Analysis and Commentary

A Rising Economic Tide + Reform + Resources = Better Results For Kids

by Michael J. Petrillivia Thomas B. Fordham Institute
Wednesday, July 17, 2019

Last week I argued that much of the progress of the NCLB era may have stemmed from the dramatically declining child poverty rates of the 1990s.

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What a Reformer Believes

by Michael J. Petrillivia Hoover Digest
Tuesday, July 16, 2019

Improving education isn’t just one long policy battle. Reformers of all stripes can claim common ground and even—sometimes—common sense.

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Is Reform Even Possible?

by Chester E. Finn Jr., David Steinervia Hoover Digest
Tuesday, July 16, 2019

It’s easy to get discouraged about the many stubborn obstacles to better schools. Thoughts on giving the system the jolt it needs.

Analysis and Commentary

A Hypothesis: NCLB-Era Achievement Gains Stemmed Largely From Declining Child Poverty Rates

by Michael J. Petrillivia The Thomas B. Fordham Institute
Wednesday, July 10, 2019

It’s long been understood that, on average, there’s a strong relationship between a child’s socioeconomic status and his or her academic outcomes. It’s also the case that when poor families become less poor—either because of more “market income” or due to social programs like the Earned Income Tax Credit—their children tend to do better in school.

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Area 45: The School Spending Disconnect With Paul Peterson

interview with Paul E. Petersonvia Area 45
Monday, July 8, 2019

Why money isn’t the sole cure to what ails America’s schools.

Analysis and Commentary

Child Poverty Is Down Sharply Since The Start Of The Ed Reform Era

by Michael J. Petrillivia EducationNext
Monday, July 1, 2019

Over the last few weeks, I’ve presented evidence that student outcomes in America improved significantly from the late 1990s until the onset of the Great Recession. The progress was greatest and most widespread in math, but also strong in reading, and pretty good in science, writing, U.S. history, and civics. In all of these cases, gains were greatest for the lowest-achieving students, for students of color, and at the fourth and eighth grade levels. With just a few exceptions, the trends for twelfth grade have generally been flat.

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K-12 Education Task Force

 
The K–12 Education Task Force focuses on education policy as it relates to government provision and oversight versus private solutions (both within and outside the public school system) that stress choice, accountability, and transparency.

CREDO at Stanford University