Virtual School Meanderings

July 17, 2016

Worth A Read

A regular Sunday feature…

Worth A Read


If Rewards Improve Test Scores, What’s Really Being Tested?

Posted: 11 Jul 2016 09:00 PM PDT

Tim Walker interviews Jeffry A. Livingston, economics professor at Bentley University, who studied the impact of paying students for standardized test performance. Livingston completed the research along with John A. List and Susanne Neckermann from the University of Chicago.

State education proposal would add $1.4 billion to school budget

Posted: 11 Jul 2016 09:00 PM PDT

Ron French & Mike Wilkinson examine the findings of a recent adequacy study and calls to revamp the way the state of Michigan funds schools. “The study framed its analysis in terms of per-pupil spending, but did not offer an overall price tag for its recommendations. Bridge’s calculation of $1.4 billion is likely on the conservative side, since the study did not consider costs for special education students.”

CA: K12 Caught Lying and Cheating, Again

Posted: 09 Jul 2016 09:00 PM PDT

Peter Greene writes about a settlement in California with the California Virtual Academies and K12. “K12, a for profit company, provides the curriculum and programming for CAVA, a non-profit cyber charter in California. As part of the settlement, K12 must cancel $160 million in ‘credits’ that CAVA ‘owed’ it and which represented part of the crushing debt that K12 saddled CAVA with. In addition, it must pay $8.5 million to the state.”

Evaluation of Ohio’s EdChoice Scholarship Program: Selection, Competition, and Performance Effects

Posted: 06 Jul 2016 09:00 PM PDT

David Figlio & Krzysztof Karbownik completed a report for the Thomas B. Fordham Institute, a school choice advocacy organization, on Ohio’s Educational Choice Scholarships. “…the EdChoice Scholarship Program provides publicly funded vouchers to more than eighteen thousand Buckeye students who were previously assigned to some of the state’s lowest-performing schools, located primarily in low-income urban communities…”

NEW from IAP: Learning from the Federal Market-Based Reforms: Lessons for ESSA

Posted: 06 Jul 2016 09:00 PM PDT

P.L. Thomas shares the release of a new book edited by William J. Mathis and Tina Trujillo, which looks at market-based reforms and the future of ESSA. “Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, ‘miracle’ schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re‐segregation, among others.”

For New School Choice Laws, 2016 Has Been a Slow Year

Posted: 04 Jul 2016 09:00 PM PDT

Arianna Prothero writes, “When it comes to charter school or voucher-related laws, 2016 has not yielded much for choice advocates.”

QUIZ: What Did ‘Teacher Quality’ Look Like in 1966?

Posted: 30 Jun 2016 09:00 PM PDT

Sarah Sparks shares a portion of a test James S. Coleman used during his landmark study: “Though the study did provide insight on teachers’ backgrounds, education, and racial attitudes, co-author James McPartland, also of Johns Hopkins, said the study lacked much insight into differences in real teacher practices.”

We Don’t Buy It: Why New Jerseyans Will Reject Governor Chris Christie’s Offer to Sell Out Urban Schools

Posted: 30 Jun 2016 09:00 PM PDT

Zoë Burkholder offers a brief critique of Governor Chris Christie’s proposed school funding formula for New Jersey: “Placing it into historical perspective, the author argues that New Jerseyans will reject his proposal, which offers cash to middle class suburban families in the form of property tax relief, while eviscerating the budgets of urban school districts with high concentrations of poor and working class students of color. We refuse to go back to separate and unequal public schools.”

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