K-12 Reform

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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.

Analysis and Commentary

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

by Michael J. Petrillivia Thomas B. Fordham Institute
Wednesday, June 26, 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.

In the News

KOLB: Why Are American Students So Uneducated?

mentioning Chester E. Finn Jr.via The Daily Caller
Tuesday, June 11, 2019

Americans like to talk about K-12 education reform, but lasting accomplishments or significant achievements are few. It’s presidential campaign season now, so expect more education-policy bromides.

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Empowering Students Through School Choice, With Betsy DeVos

interview with Betsy DeVosvia Uncommon Knowledge
Monday, June 3, 2019

The 11th US secretary of education, Betsy DeVos, talks about how she’s empowering students and parents to find the best education through her school choice proposal.

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Empowering Students through School Choice, with Betsy DeVos

interview with Betsy DeVosvia Uncommon Knowledge
Monday, June 3, 2019

AUDIO ONLY

The 11th US secretary of education, Betsy DeVos, talks about how she’s empowering students and parents to find the best education through her school choice proposal. 

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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