< Back Decoding Progress in Reading Preparation (National Council on Teacher Quality, June 2026) Summary This review examines a National Council on Teacher Quality report on elementary teacher preparation for reading instruction and concludes that its recommendations are not supported by rigorous evidence. The review argues that the report relies on outdated research, flawed methodology, and apparent conflicts of interest, and cautions policymakers against using it to guide teacher preparation or literacy policy. Publication Date August 11, 2026 Research Areas Teacher Workforce; Curriculum & Instruction Authors Elena Aydarova, University of Wisconsin-Madison Publication Type Think Twice Download the Policy Brief Press Release Report on Reading Instruction Falls Far Short of the Standards It Promotes A recent report from the National Council on Teacher Quality (NCTQ) evaluates how well university-based teacher education programs prepare candidates to teach reading, but the report itself fails to meet the scientific research standards it ostensibly expects of those programs. Elena Aydarova of the University of Wisconsin-Madison reviewed Decoding Progress in Reading Preparation, and she concludes that its claims don’t withstand scrutiny. She found unsubstantiated assertions about how reading should be taught and what policymakers should do in response, while failing to incorporate current research evidence and relying on flawed methodology. Professor Aydarova also identifies apparent conflicts of interest, noting that NCTQ repeatedly directs readers to products and services offered by members of its own technical and advisory panels. According to Professor Aydarova, the report narrows conceptions of reading instruction, promotes the de-professionalization of teacher educators, and undermines academic freedom in higher education. Rather than providing a rigorous, evidence-based assessment of reading teacher preparation, she concludes, the report functions more as an ideological critique of university-based teacher education programs. Professor Aydarova urges policymakers, journalists, and education leaders to approach the report’s findings and recommendations with significant caution. Find the review, written by Elena Aydarova, at: https://nepc.colorado.edu/review/reading-prep Find Decoding Progress in Reading Preparation, written by Christie Ellis, Ron Noble, Graham Drake, and Heather Peske, and published by the National Council on Teacher Quality, at: https://teacherquality.nctq.org/review/standard/Reading-Foundations/2026 NEPC Reviews (https://nepc.colorado.edu/reviews) provide the public, policymakers, and the press with timely, academically sound reviews of selected publications. NEPC Reviews are made possible in part by support provided by the Great Lakes Center for Education Research and Practice: http://www.greatlakescenter.org The National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, sponsors research, produces policy briefs, and publishes expert third-party reviews of think tank reports. NEPC publications are written in accessible language and are intended for a broad audience that includes academic experts, policymakers, the media, and the general public. Our mission is to provide high-quality information in support of democratic deliberation about education policy. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence and support a multiracial society that is inclusive, kind, and just. Visit us at: http://nepc.colorado.edu Previous Next sign up for emails Get the latest K-12 education policy research delivered straight to your inbox! Read More

Education Policy Review of The Economic Impact from Colorado's Choice to Participate in the "Education Freedom Tax Credit" Provision in the One Big Beautiful Bill Act Publication Date May 21, 2026 Authors Thomas Young and Jimena Sanchez; Joydeep Roy, Teachers College, Columbia University Research Areas School Funding; Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary The Common Sense Institute recently published a report declaring large potential benefits of the federal education tax-credit voucher program created through President Trump's One Big Beautiful Bill. However, the report's claims about the improvements the program would create for Colorado are unlikely to materialize. Download the Policy Brief Read the Press Release Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance Publication Date April 21, 2026 Authors Derek Gottlieb Research Areas Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary The first year of the second Trump administration has seen a radical break from six decades of federal education policy, discarding the longstanding vision of equal access and human capital development in favor of a new, and as yet undefined, approach to American educational governance. In a new policy brief, Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance, Dr. Derek Gottlieb, a leading scholar of education policy, examines the educational purposes that administration officials have publicly articulated across a variety of platforms, along with the actions that the federal government has taken over the past year to achieve its goals. Download the Policy Brief Read the Press Release The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment Publication Date March 3, 2026 Authors Huriya Jabbar, Huriya Jabbar and Daniel Espinoza of the University of Southern California; Daniel Espinoza, University of Southern California Research Areas Equity & Civil Rights; School Funding; Assessment & Accountability; School Choice & Vouchers Publication Type Policy Brief Summary Critiques of public education have intensified in recent years. While public schools do indeed have real areas in need of growth and improvement, many of today’s attacks are generated and amplified by organizations seeking to manufacture crises. These narratives often ignore counterevidence, and they use deceptive language to portray the system as broadly failing, even hopeless. To examine these destructive critiques, Huriya Jabbar and Daniel Espinoza of the University of Southern California authored a policy brief, The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment, released today by NEPC. The brief identifies five core narratives used to portray a failing education system: claims of underachievement, inefficiency, inequality, lack of school choice, and indoctrination. Download the Policy Brief Read the Press Release Review of NEPC Review: Estimating the LongRun Impact of a Universal ESA Program in Mississippi Publication Date February 24, 2026 Authors Martin Lueken and Michael Q. McShan; David S. Knight, University of Washington Research Areas School Funding; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice estimates the long-term economic returns of a universal education savings account (ESA) policy in Mississippi. ESA policies provide taxpayer dollars to households that decline to send their children to public schools, allowing those funds to be used for private school tuition or other educational expenses. As ESAs and similar school choice programs expand rapidly across the country, rigorous research is essential to inform sound, evidence-based policymaking. Download the Policy Brief Read the Press Release Review of Outmatched: Special Education Can't Solve Problems Rooted in the Education Delivery System Publication Date January 22, 2026 Authors Ashley Jochim and Alexander Kurz; Federico Waitoller, University of Illinois Chicago Research Areas Governance & Public Education; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary While special education in the United States has advanced civil rights and educational equity, persistent concerns about inequity, labeling, and segregation remain. A recent Center on Reinventing Public Education (CRPE) report proposes a dramatic restructuring of special education, arguing that rising identification rates and persistent achievement gaps stem from a general education system built for uniformity rather than diversity. Download the Policy Brief Read the Press Release Review of ESA's in Arizona: Q3 2025 Report Publication Date December 4, 2025 Authors Glenn Farley; David Garcia, Arizona State University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Common Sense Institute (CSI) addresses two important policy questions about Arizona's Empowerment Scholarship Account (ESA) program: 1) how much the ESA program will cost in the upcoming year, and 2) what the demographic characteristics of ESA users are by household income and race/ethnicity. Download the Policy Brief Read the Press Release Christian Nationalism and Educational Policy in the United States Publication Date November 4, 2025 Authors Kevin Burke, University of Georgia; Heidi Hadley, Auburn University Research Areas Curriculum & Instruction; Equity & Civil Rights; Governance & Public Education; School Choice & Vouchers Publication Type Policy Brief Summary American public education faces an escalating challenge: the rise of Christian nationalism. This movement entwines politics and religion, insisting the U.S. was founded as a Christian nation and should be governed by rigid hierarchies under the Christian God. A new policy brief explores the political and ideological effects this movement has on education policy. Download the Policy Brief Read the Press Release Review of Wisconsin's Most Cost-Effective K-12 Program Publication Date October 28, 2025 Authors School Choice Wisconsin; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As one of the nation's longest-running private school voucher initiatives, Wisconsin's program has drawn decades of research interest. A recent report from a think tank called School Choice Wisconsin considers the cost-effectiveness of voucher-receiving schools in Racine, Milwaukee, and across the state. Download the Policy Brief Read the Press Release Review of Let's Get Ready! Educating All Americans for Success Publication Date October 14, 2025 Authors Ryan Pfleger Research Areas Assessment & Accountability; Curriculum & Instruction; School Funding; General / Needs Review; School Choice & Vouchers Publication Type Think Twice Summary In late July, the National Governors Association released a report urging states to transform schools into stronger drivers of economic competitiveness. The report recommends that governors build public dashboards to track outcomes, align schools with workforce needs, and evaluate programs based on graduates' earnings potential. Download the Policy Brief Read the Press Release Review of Directional Signals: A New Analysis of the Evolving Private School Choice Landscape Publication Date September 30, 2025 Authors Bella DiMarco; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers Publication Type Think Twice Summary In recent years, at least a dozen states have created private school choice (aka voucher) programs that are universal—placing few or no restrictions on wealth or other factors that might limit which families can participate. A FutureEd report examines the expansion of such programs, and provides a generally useful, up-to-date compilation of basic facts and trends around universal voucher programs in 10 states. Download the Policy Brief Read the Press Release Review of Fiscal Factbook: 2025 Edition Publication Date September 4, 2025 Authors Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As enrollment in school privatization programs grows, right-wing ideological think tanks such as EdChoice have continued to argue that school vouchers and education savings accounts (ESAs) strengthen public school finances. Its Fiscal Factbook purports to find that voucher programs do not harm public school finances. The data presented in the report, however, fail to support its assertion. Download the Policy Brief Read the Press Release Review of Apples to Apples: The Definitive Look at School Test Scores in Milwaukee and Wisconsin for 2024 Publication Date June 10, 2025 Authors Will Flanders; Benjamin Shear, University of Colorado Boulder Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law & Liberty (WILL) examines publicly available test score data from Spring 2024 in Wisconsin to investigate the relative effectiveness and cost of school choice programs. Download the Policy Brief Read the Press Release Stuck Between a Rock and a Hard Place? Disentangling the Intersections of Student Behavior, School Discipline, and School Safety in the Post-COVID Era Publication Date May 20, 2025 Authors Richard O. Welsh, Vanderbilt University; Kathryn James McGraw, Vanderbilt University Research Areas School Climate & Student Support; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers Publication Type Policy Brief Summary A new policy brief addresses growing concerns about student behavior, educators' perceptions of that behavior, and the management of perceived misbehavior in the wake of the COVID-19 pandemic. These issues, already urgent before the pandemic, have intensified as schools contend with increased need, trauma, and behavioral challenges. Download the Policy Brief Read the Press Release Review of The Enrollment Decline Windfall Publication Date May 8, 2025 Authors Ben Scafidi, EdChoice; David E. DeMatthews and Jinseok Shin of the University of Texas at Austin Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary Most U.S. states continue to heavily rely on per-pupil funding models. Accordingly, projections of declining school-aged populations through 2030—combined with the rapid expansion of private school voucher policies—have raised serious concerns about the future adequacy of public school funding. A recent EdChoice report downplays these concerns. Download the Policy Brief Read the Press Release Review of The Persistence of Religious Discrimination in Publicly Funded Pre-K Programs Publication Date May 1, 2025 Authors Nicole Stelle Garnett, Tim Rosenberger, and J. Theodore Austin; Joshua Weishart, Suffolk University Law School Research Areas Early Childhood; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Manhattan Institute asserts that many religious pre-K providers are being unconstitutionally excluded from publicly funded education programs that remain open to other private schools. But incomplete research and methodological flaws render the report of relatively little value to policymakers or the public. Download the Policy Brief Read the Press Release The Mounting Trouble with Education Savings Accounts Publication Date April 17, 2025 Authors Samuel E. Abrams, Director of NEPC's International Partnership for the Study of Educational Privatization Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary In NEPC's new policy brief, The Mounting Trouble with Education Savings Accounts, author Samuel E. Abrams, the director of NEPC's International Partnership for the Study of Educational Privatization, examines this surge in universal ESAs. Abrams describes their origins, rapid growth, and implications for accountability, equity, public school funding, and civic life. Download the Policy Brief Read the Press Release Review of Thousands Served: Students with Disabilities in Wisconsin’s Parental Choice Programs Publication Date April 8, 2025 Authors School Choice Wisconsin and the Wisconsin Institute for Law & Liberty; Maria M. Lewis, Pennsylvania State University; Julie F. Mead, University of Wisconsin-Madison Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary Scholars, advocates, and policymakers have long expressed the concern that many private schools receiving taxpayer subsidies through voucher programs would fail to serve children with disabilities. The Wisconsin Institute for Law and Liberty, in collaboration with School Choice Wisconsin, recent published a report challenging those concerns. Download the Policy Brief Read the Press Release Review of Fiscal Effects of School Choice: The Costs and Savings of Private School Choice Programs in America Through FY 2022 Publication Date February 10, 2025 Authors Martin F. Lueken; Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The expansion of voucher programs, which provide taxpayer-financed subsidies for families enrolling students in private schools, has prompted a debate about their fiscal impact. A recent EdChoice report argues that these programs do not negatively affect public school finances and actually save taxpayers substantial sums of money. Today's review explains how this argument rings hollow. Download the Policy Brief Read the Press Release Review of Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era Publication Date January 28, 2025 Authors Sofoklis Goulas; Sally A. Nuamah, Northwestern University Research Areas Governance & Public Education; Equity & Civil Rights; School Funding; School Choice & Vouchers Publication Type Think Twice Summary A recent Fordham Institute report argues that post-pandemic enrollment declines will inevitably force districts to make the controversial decision to close some schools. Embracing this possibility, it provides dual criteria of substantial declines in enrollment and chronic low performance as indicators of which schools should be closed first, naming nearly 500 specific schools that meet the criteria. Download the Policy Brief Read the Press Release Review of Searching for the Tipping Point: Scaling up Public School Choice Spurs Citywide Gains Publication Date December 3, 2024 Authors Tressa Pankovits; David R. Garcia, Arizona State University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent Progressive Policy Institute report purports to examine the impact of charter schools on the achievement of students who remain enrolled in district-run public schools. Based on the data in the report, however, it shows only a weak relationship between the presence of charter schools and increases in achievement for all students, which contradicts the report's claims. Download the Policy Brief Read the Press Release The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems Publication Date November 21, 2024 Authors David S. Knight, University of Washington; David DeMatthews, University of Texas at Austin Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary NEPC’s new policy brief, The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems, synthesizes research on the fiscal impacts of charter and voucher school policies on public school systems. Authors David S. Knight of the University of Washington and David DeMatthews of the University of Texas at Austin also discuss recent developments, including the influx of voucher policies, often promoted by large philanthropic donations and messaging campaigns. Download the Policy Brief Read the Press Release Review of Pennsylvania's Education Tax Credit Scholarships: How EITC Serves Children and Families in the Commonwealth Publication Date November 12, 2024 Authors Rachel Langan; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent Commonwealth Foundation report praises Pennsylvania's tax credit scholarship programs, which create private-school vouchers funded through tax-credited donations. The report argues in favor of the programs' expansion, but it has at least three major shortcomings. Download the Policy Brief Read the Press Release Review of Systemwide and Intervention-Specific Effects of Denver Public Schools' Portfolio District Strategy on Individual Student Achievement Publication Date November 7, 2024 Authors Parker Baxter, Anna Nicotera, David Stuit, Margot Plotz, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver attempts to assess the effect of a "portfolio district strategy" on student performance in the Denver Public Schools. As was the case with its 2022 predecessor (reviewed here), advocates for portfolio reforms have trumpeted the new study as showing that this "portfolio" package of reforms has a positive and large impact on student outcomes. The review, however, concludes that the study lacks the ability to so definitively link Denver's improved outcomes to these particular reforms. Download the Policy Brief Read the Press Release How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent? Publication Date October 3, 2024 Authors Joshua Cowen and Ryan D. Nowak, Michigan State University Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary In a new NEPC policy brief, How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent?, Joshua Cowen and Ryan D. Nowak of Michigan State University summarize the research evidence about vouchers and consider how existing program can be improved. They identify three areas of policy design—accountability, access, and transparency—that are especially important for student success and a good-faith use of public funding. Download the Policy Brief Read the Press Release Review of Helping Families Navigate the Changing Education Landscape Publication Date September 10, 2024 Authors Colleen Hroncich and Jamie Buckland; Huriya Jabbar, University of Southern California Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent Cato Institute report describes how Education Savings Accounts (ESAs), the newest form of private-school voucher, have the potential to transform education by giving families increased options for tailoring their child's education, especially with the guidance of special consultants along the way. A review of that report, however, determines that it fails to provide useful evidence to support its conclusions and its recommendation that the cost of these "choice navigators" should be included as an eligible expense. Download the Policy Brief Read the Press Release Strengthening Oversight of Education Savings Account (ESA) Funding for Private and At-Home Schooling Publication Date September 5, 2024 Authors Luis A. Huerta and Trevor Baisden, Teachers College, Columbia University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary The school-choice landscape in the United States is undergoing a rapid transformation, as states increasingly enact a new form of vouchers called Education Savings Accounts (ESAs). Unlike earlier voucher programs, which generally allowed taxpayer subsidies only for private school tuition, ESAs represent a radically expansive-and potentially very costly-vision for the private use of public funds. ESA participants receive public monies via direct deposit and can use them for various expenses, including but also well beyond private school tuition and fees. Many states, in fact, allow these funds to be used for nearly any purportedly educational expense. ESA funds are thus widely dispersed among participants and private providers but, to date, require little or no oversight or accountability. Download the Policy Brief Read the Press Release Review of Did the Emergence of Ohio Charter Schools Help or Harm Students Who Remained in District Schools? Publication Date June 20, 2024 Authors Stéphane Lavertu; Bryan Mann, University of Kansas Research Areas Charter Schools; Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary Legislatures across the United States continue to pass policies to add or expand school choice. Within this context, the Fordham Institute, an advocate of school choice expansion, has published a report asserting that charter schools have not negatively affected students in traditional public schools. However, a review of this report finds that though it could contribute to the conversation, its conclusions are highly misleading. Download the Policy Brief Read the Press Release Review of Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale Publication Date June 13, 2024 Authors Jake Bryant, Felipe Child, Ezgi Demirdag, Emma Dorn, Stephen Hall, Kartik Jayaram, Charag Krishnan, Cheryl Lim, Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis, Doug; Clara Fontdevila, University of Glasgow; Antoni Verger, Universitat Autònoma de Barcelona; and Adrián Zancajo, Universitat Autònoma de Barcelona Research Areas Governance & Public Education; Technology & AI; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary McKinsey & Company released a new global report on education that provides guidelines for policy reforms and governance strategies offered as promoting significant and sustained improvement in students’ learning outcomes. A review of the report, however, identified weaknesses likely to compromise the robustness of its conclusions. Download the Policy Brief Read the Press Release Review of The Reality of Switchers Publication Date May 2, 2024 Authors Martin F. Lueken; Joshua Cowen, Michigan State University Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new report from the voucher-advocacy group EdChoice takes issue with the overwhelming evidence establishing that most users of vouchers under recent expansions of these policies have never attended public schools. Download the Policy Brief Read the Press Release Review of K-12 School Choice Calculator Publication Date March 19, 2024 Authors Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new calculator from two voucher-advocacy organizations is offered as a tool to assist state policymakers and choice advocates in providing more accurate estimates of the expenses of adopting publicly financed private-school choice (i.e., voucher) programs. But several factors suggest it should be used with caution and caveats. Download the Policy Brief Read the Press Release Review of The Cost-Effectiveness of Wisconsin's Private School Choice Programs Publication Date December 12, 2023 Authors Stephen Kotok, St. John’s University; Stephen Kotok, St. John's University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from School Choice Wisconsin claims that Wisconsin's voucher programs are highly "productive," achieving better academic outcomes at lower costs than public schools. A closer examination, however, calls into question the validity of these assertions. Download the Policy Brief Read the Press Release Review of From Surviving to Thriving: K-12 Choice and Opportunity for Rural Texas Students and Teachers Publication Date December 7, 2023 Authors Matthew Ladner and Jason Bedrick; Amanda Potterton of the University of Kentucky, Annah Rogers of the University of West Alabama, and Jeanne Powers of Arizona State University Research Areas Charter Schools; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary The Heritage Foundation recently published a report that claims increased competition has improved academic achievement in Arizona's rural public schools and that similar policies will be good for rural Texas. However, a review finds several flaws in the report's reasoning and methodology. Download the Policy Brief Read the Press Release Review of Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity and When Good Parents Go to Jail: The Criminalization of Address Sharing in Public Education Publication Date November 14, 2023 Authors Megan Gallagher, Rachel Lamb, Alexa Kort, and James Carter | Tim DeRoche, Hailly T.N. Korman, and Harold Hinds; Andrene J. Castro, Virginia Commonwealth University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary The first report, Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity, specifically focuses on inequitable school resources and educational outcomes tied to residential and school segregation. The second report, When Good Parents Go to Jail: The Criminalization of Address Sharing in Public Education, similarly locates school and residential boundaries as drivers of educational inequities. Download the Policy Brief Read the Press Release Review of The 123s of School Choice: What the Research Says About Private School Choice Programs in America, 2023 Edition Publication Date October 12, 2023 Authors EdChoice; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The 2023 (fifth) edition of a semi-regular EdChoice report about school-choice studies is billed as an updated overview of the varied and often contested research on outcomes in voucher-like programs that provide public funding for private schools. But like earlier editions, it uses flawed methods that tally certain voucher studies finding impacts on any subgroup, even if there was no effect on most students. There is little to no accounting for the studies’ sampling, quality, generalizability, or other important factors. Download the Policy Brief Read the Press Release Review of Qualified Education Expense Tax Credit: Economic Analysis Publication Date September 26, 2023 Authors Greg S. Griffin and Lisa Kieffer; David Knight, University of Washington Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Georgia Department of Audits and Accounts examines the monetary costs and benefits of the state's Qualified Education Expense Tax Credit (QEEC), a voucher policy that provides a public subsidy for families to pay for private school tuition. A review of the report, however, contradicts its claim that the policy provides a net fiscal benefit to the state budget. Download the Policy Brief Read the Press Release Review of School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education Publication Date May 2, 2023 Authors Zach Goldberg and Eric Kaufmann; Christine Sleeter, California State University Monterey Bay; David Garcia, Arizona State University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary A recent report from the Manhattan Institute presents results of a survey of U.S. adults aged 18-20 to determine the extent to which eight concepts the report equates with what it calls "critical social justice" (CSJ) theory-which the report frowns upon-are taught in schools. The first of the eight concepts, for instance, is, "America is a systemically racist society." Download the Policy Brief Read the Press Release Review of Public Education Funding Without Boundaries: How to Get K-12 Dollars to Follow Open Enrollment Students Publication Date April 6, 2023 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Dr. Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The Reason Foundation, a vigorous advocate for choice policies such as vouchers and charter schools, recently published a report advocating for the increased "portability" of school revenues, allowing for "money to follow the students" and, therefore, the expansion of interdistrict choice programs. Download the Policy Brief Read the Press Release Review of The Economic Cost of the Pandemic: State by State Publication Date March 7, 2023 Authors Eric A. Hanushek; Clive Belfield, Queens College, City University of New York Research Areas School Funding; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recent Hoover Institution report by Eric Hanushek presents a calculation of the future learning-related economic burden resulting from the COVID-19 pandemic. It projects a large and persistent economic loss by using a set of assumptions about the link between reduced student achievement levels and earnings, but in doing so fails to consider several factors. Download the Policy Brief Read the Press Release Review of K-12 Without Borders: Public School Students, Families, and Teachers Shut In by Education Boundaries Publication Date March 2, 2023 Authors Martin F. Lueken and Michael Q. McShane; Christopher Lubienski, Indiana University; T. Jameson Brewer, University of North Georgia Research Areas Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent report from the directors of EdChoice, published by the Manhattan Institute, oversimplifies important equity issues as problems of school zone boundaries. Download the Policy Brief Read the Press Release Review of The Ohio EdChoice Program’s Impact on School District Enrollments, Finances, and Academics Publication Date February 21, 2023 Authors Stéphane Lavertu and John J. Gregg; Joshua Cowen, Michigan State University Research Areas School Choice & Vouchers; School Funding; Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers the impacts of vouchers as related to competition in Ohio public schools, increased racial segregation, and local district financial resources. It presents these three issues as the chief concerns of voucher critics and finds few harmful impacts. Download the Policy Brief Read the Press Release Review of The System-Level Effects of Denver's Portfolio District Strategy: Technical Report Publication Date February 7, 2023 Authors Parker Baxter, Anna Nicotera, Erik Fuller, Jakob Panzer, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver claimed that portfolio reforms in the Denver Public Schools led to substantial academic gains for students. As the report’s lead author told the Denver Post, "This study makes clear that the reforms helped students and strengthened the district." A review of the report concludes, however, that claims attributing those gains specifically to the portfolio reforms are not valid. The report analyzes changes in academic performance as measured by test scores and graduation rates versus comparable schools in Colorado over 11 years of the district’s experimenting with the “portfolio” approach to school district management. The portfolio approach includes central-office oversight of different school types (such as charter schools, innovation schools, and district-run schools), with widespread parental choice under a single enrollment system. The model looks to choice, competition, and accountability to drive gains in student performance. Download the Policy Brief Read the Press Release Review of Empowering Parents with School Choice Reduces Wokeism in Education Publication Date January 24, 2023 Authors Jay P. Greene and Ian S. Kingsbury; Christine Sleeter, California State University Monterey Bay; and T. Jameson Brewer, University of North Georgia Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary In one of the more unusual reports NEPC has ever reviewed, Heritage Foundation authors recently argued for school-choice deregulation by comparing the amount of "wokeness" terminology in parent/student handbooks in U.S. charter schools with the level of charter school regulation in their states. The Heritage report finds that increased manifestations of "woke" terminology are associated with higher state levels of charter school regulation. On this basis, the report concludes that while charter schools represent a safe space away from "woke indoctrination" in public schools, further deregulation and less bureaucracy will allow the charter sector to truly respond to parent desires to avoid "leftist" curriculum. Download the Policy Brief Read the Press Release Review of For-Profit Charter Schools: An Evaluation of Their Spending and Outcomes Publication Date December 1, 2022 Authors Stéphane Lavertu and Long Tran; Joshua Cowen, Michigan State University Research Areas School Funding; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute examines academic outcomes in Ohio’s nonprofit and for-profit charter schools. It also explores whether differences in contracted services in for-profits appear to correlate with differences in their outcomes. Download the Policy Brief Read the Press Release Review of #StudentsFirst: Empowering Parents to Help Students Regain Lost Learning Publication Date November 22, 2022 Authors Greg R. Lawson; David S. Knight, University of Washington Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A new Buckeye Institute report recommends sweeping K-12 policy reforms in response to COVID-19 academic disruptions and what the report asserts to be declining confidence in public schools. However, a review of the report criticizes the analysis and cautions against its policy recommendations. Download the Policy Brief Read the Press Release Review of Some Assembly Required: How a More Flexible Learning Ecosystem Can Better Serve All Kids and Unlock Innovation Publication Date November 8, 2022 Authors Juliet Squire and Alex Spurrier; Carrie Sampson, Arizona State University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary A report from Bellwether details what its authors call "assembly-based education," a concept described as a hypothetical ecosystem that removes schools as a central education component. A review of the report exposes this concept as unworkable outside of a miraculous private marketplace, and thus a shortsighted attempt to invalidate public schools. Download the Policy Brief Read the Press Release Pandemic Educational Models Remain Unproven Publication Date October 18, 2022 Authors Christopher Doss, Elizabeth Steiner, Bryan C. Hassel; Bryan Mann of the University of Kansas Research Areas Equity & Civil Rights; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary In response to unsafe conditions and school closures, families across the U.S. experimented early in the COVID-19 pandemic with new educational models. Two recent publications from the Center on Reinventing Public Education (CRPE) describe two related strategies that exemplify such experimentation: microschools and learning pods. However, a review recommends that neither report should be used to guide policy and practice. Download the Policy Brief Read the Press Release Review of Michigan Student Opportunity Scholarships: Overview and Fiscal Analysis Publication Date July 14, 2022 Authors Ben DeGrow, Martin Lueken; Christopher Saldaña, University of Wisconsin-Madison Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent Mackinac Center report claims that the proposed Michigan Student Opportunity Scholarship (MSOS) neovoucher program has the potential to create fiscal benefits for the state of Michigan and its school districts. Download the Policy Brief Read the Press Release Review of Fiscal Effects of School Choice: Analyzing the Costs and Savings of Private School Choice Programs in America Publication Date March 15, 2022 Authors Martin Lueken; Luis A. Huerta and Steven Koutsavlis, Teachers College, Columbia University Research Areas Charter Schools; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice argues for expansion of policies that publicly fund private schools, contending that private schools could provide equal or better outcomes at lesser cost. Download the Policy Brief Read the Press Release Review of Accountability and Private-School Choice Publication Date November 15, 2021 Authors Nicole Stelle Garnett; Jack Schneider, University of Massachusetts Lowel Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent report from the Manhattan Institute addresses the question of how private school voucher programs should be regulated, asking the important question of what accountability mechanisms will safeguard taxpayer dollars if private schools are to receive public funds. Download the Policy Brief Read the Press Release Review of Education Savings Accounts: How ESAs Can Promote Educational Freedom for New York Families Publication Date November 9, 2021 Authors Martin F. Lueken; Bruce Baker, Rutgers University Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent report from the Manhattan Institute promotes Education Savings Accounts (ESAs) by presenting a scenario whereby taxpayer expense would fall if the program motivated families to move children from public schools funded by the state to private schools funded primarily by families. Download the Policy Brief Read the Press Release Education Freedom and Student Achievement: Is More School Choice Associated with Higher State-Level Performance on the NAEP? Publication Date June 15, 2021 Authors Patrick J. Wolf, Jay P. Greene, Matthew Ladner, and James D. Paul; T. Jameson Brewer, University of North Georgia; Joel Malin, Miami University Research Areas Governance & Public Education; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary A recent brief from the School Choice Demonstration Project at the University of Arkansas is being used by voucher advocates to argue that increasing school choice can spur broad test score improvements. Download the Policy Brief Read the Press Release Estimating a Price Tag for School Vouchers Publication Date May 24, 2021 Authors Robert Shand, American University; Henry Levin of Teachers College, Columbia University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary Brief considers the public cost of a universal voucher system, with its attendant requirements for new systems of governance, information, transportation, and accreditation. Download the Policy Brief Read the Press Release Review of Toward Equitable School Choice Publication Date February 4, 2021 Authors Paul E. Peterson; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers Publication Type Think Twice Summary A new report from the Hoover Institution’s Education Success Initiative purports to offer evidence-based guidance for policymakers in shaping more equitable outcomes from school choice programs. Download the Policy Brief Read the Press Release Review of Religious Charter Schools: Legally Permissible? Constitutionally Required? Publication Date January 26, 2021 Authors Nicole Stelle Garnett; Derek Black, University of South Carolina School of Law Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary The Manhattan Institute recently published a report concluding that the Supreme Court’s 2020 decision in Espinoza v. Montana Department of Revenue requires states to grant charters to religious organizations, including those that intend to deliver an explicitly religious curriculum that teaches religion as truth. Download the Policy Brief Read the Press Release Review of The Third Way: A Guide to Implementing Innovation Schools Publication Date January 21, 2021 Authors Tressa Pankovits, David Osbourne; Carrie Sampson, Arizona State University; Sarah Diem, University of Missouri Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; Technology & AI; School Funding Publication Type Think Twice Summary The Progressive Policy Institute recently published a "how-to" guide for entities such as charter management companies that seek to develop innovation schools in urban communities. Download the Policy Brief Read the Press Release Review of Unleashing Educational Opportunity: The Untapped Potential of Expanded Tax Credit Scholarships Publication Date October 22, 2020 Authors Corey DeAngelis; Bruce Baker, Rutgers University Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A Commonwealth Foundation report argues that expanding a program that uses tax credits to create vouchers for private schooling can lead to large economic gains for the state of Pennsylvania. Such gains would result from two purported benefits: increased lifetime earnings for those attending private schools on vouchers, and reduced social costs associated with crime. Download the Policy Brief Read the Press Release Big Claims, Little Evidence, Lots of Money: The Reality Behind the Summit Learning Program and the Push to Adopt Digital Personalized Learning Programs Publication Date June 25, 2020 Authors Faith Boninger, Alex Molnar, and Christopher Saldaña, University of Colorado Boulder Research Areas Assessment & Accountability; School Choice & Vouchers; Technology & AI Publication Type Policy Brief Summary Despite a lack of evidence that it is effective, the Summit Learning Program, propelled by a flood of Silicon Valley money, continues to spread. Download the Policy Brief Read the Press Release Review of Comparing Ed Reforms: Assessing the Experimental Research on Nine K-12 Education Reforms Publication Date May 26, 2020 Authors Paul DiPerna; Bruce D. Baker, Rutgers University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; Early Childhood; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice, working with Hanover Research, identifies and reviews studies that use Randomized Control Trials (RCTs) to determine student achievement or educational attainment outcomes of nine broad "education reform" areas. Download the Policy Brief Read the Press Release Review of Child Safety Accounts: Protecting Our Children through Parental Freedom Publication Date March 31, 2020 Authors Vicki Alger and Timothy Benson; Oscar Jimenez-Castellanos and Gabriella Garriga of Trinity University Research Areas School Climate & Student Support; School Choice & Vouchers Publication Type Think Twice Summary A recent Heartland Institute report argues for Child Safety Account (CSA) programs that would enable parents to access taxpayer dollars by asserting that their child feels unsafe in school. The CSA money could be used by the parents to transfer the child to another school, be it public, private, magnet, charter, or homeschool. Download the Policy Brief Read the Press Release Review: Ripple Effect: How Expanding School Choice Programs Can Lead to More College Graduates and a Stronger Economy Publication Date March 10, 2020 Authors WILL FLANDERS, PHD; William J. Mathis, University of Colorado Boulder Research Areas Charter Schools; School Choice & Vouchers Publication Type Think Twice Summary The report presumes a causal chain of: raising the voucher cap from four percent to 20% → more voucher students in K-12 schools → higher graduation rates from college → higher lifetime earnings → more consumer spending → increased state and local taxes collected. The resulting benefits to Wisconsin are asserted to be $3.2 billion over 20 years. The final three steps are based on solid research, although the specific numbers are in some dispute. That is, when students graduate from college, they will have higher average incomes and will spend more, and pay more taxes, over their lifetimes. The numbers get complicated, however, when we start to consider factors like job market opportunities that can accommodate the increased percentage of college graduates. Download the Policy Brief Read the Press Release Investing for “Impact” or Investing for Profit? Social Impact Bonds, Pay for Success, and the Next Wave of Privatization of Social Services Publication Date February 4, 2020 Authors Martin Carnoy, Stanford University; Roxana Marachi, San José State University Research Areas Governance & Public Education; School Choice & Vouchers; School Climate & Student Support; School Funding Publication Type Policy Brief Summary Is there a role for private investors in public social policy? In the past decade, we have seen the rise of new financial structures entering the social services arena, with corresponding legislation now poised to change how social services are delivered and who delivers them. While different programs use different terms—including, for example, Pay for Success or Results-Based Financing—the umbrella term encompassing these new financing models is the "Social Impact Bond" (SIB). Download the Policy Brief Read the Press Release School Choice Advocacy Report Plays Regression Modeling Games to Make Its Case Against Public Schools Publication Date January 21, 2020 Authors Corey A. DeAngelis; Steven V. Miller, Clemson University Research Areas Charter Schools; School Choice & Vouchers Publication Type Think Twice Summary A recent report jointly published by the Reason Foundation and Cato Institute argues that private and charter schools have a strong positive effect on parents’ reported satisfaction with their children's education. Download the Policy Brief Read the Press Release Report about Homeschooling Overreaches on Claims Publication Date November 7, 2019 Authors Kerry MacDonald; Robert Kunzman, Indiana University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The Cato Institute recently released a report arguing that homeschoolers should support school choice proposals because greater educational freedom empowers parents to provide richer learning opportunities for their children. Download the Policy Brief Read the Press Release Report Advocates Privatizing Schools Overseas, but Without Convincing Evidence Publication Date October 31, 2019 Authors Katelyn Donnelly, Arvind Nagarajan, and Ross Lescano Lipstein; Frank Adamson, California State University, Sacramento Research Areas Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A new report, Beyond the Mirage: How Pragmatic Stewardship Could Transform Learning Outcomes in International Education Systems, prescribes a shift in the leadership role of education ministers - from providers and guarantors of education to pragmatic stewards of education systems. Focusing on the organization of education sectors in the Global South, the report contends that this shift from "provider" to "steward" will address the need for higher quality education, rather than simply providing access to education. The "pragmatic stewardship" advocated in the report involves strategies that increasingly incorporate private actors. Accordingly, the report draws on four case studies of different types of private-sector involvement in education as examples of a recommended broader shift by education ministers. Download the Policy Brief Read the Press Release Manhattan Institute Report Fails to Muster Solid Evidence to Support Vouchers Publication Date October 22, 2019 Authors Ashley Rogers Berner, Johns Hopkins University; Joel Westheimer, University of Ottawa Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent Manhattan Institute report argues that the idea of what constitutes a "public" school should be expanded to include private schools that receive public funding. The report also contends that public funding for education should in fact be divided between traditional district public schools, charter schools, and private schools, with funding decisions based on student enrollment. Expansion of funding, it concludes, will result in greater choice for all students and will improve the quality of education. Download the Policy Brief Read the Press Release The Effects of Means Tested Private School Choice Programs on College Enrollment and Graduation Publication Date October 16, 2019 Authors T. Jameson Brewer, University of North Georgia Research Areas School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary A recent Urban Institute report brings together certain findings from studies of three school voucher programs. The report concludes that students using vouchers to attend private schools sometimes have higher rates of college enrollment and completion than their public school counterparts. Download the Policy Brief Read the Press Release The 123s of School Choice: What the Research Says About Private School Choice: 2019 Edition Publication Date June 11, 2019 Authors Andrew Catt, Paul DiPerna, Martin Lueken, Michael McShane, and Michael Shaw; T. Jameson Brewer, of the University of North Georgia Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice presents itself as a yearly updated list and synthesis of empirical studies exploring the impacts of school vouchers across a set of outcomes. But a new review of the report finds that it fails to provide a robust summary of the research literature on vouchers and their full range of positive and negative impacts. Download the Policy Brief Read the Press Release 12 Myths and Realities about Private Educational Choice Programs Publication Date March 7, 2019 Authors Tim Keller; Christopher Lubienski Indiana University Research Areas School Choice & Vouchers Publication Type Think Twice Summary Setting out 12, often cartoonishly caricatured, "myths" about vouchers, the report proceeds to systematically dismiss each myth. The evidence presented in the report is based largely on previous work from other advocacy groups that curated evidence—much of it highly questionable—on the advantages of vouchers. Accordingly, the IJ report repeats earlier advocacy claims, even when flaws in those works have already been publicly explained. In doing so, the report makes claims that are not supported, and in fact sometimes contradicted, by evidence in the sources it cites. Download the Policy Brief Read the Press Release Why Indiana Parents Choose: A Cross-sector Survey of Parents’ views in a Robust School Choice Environment Publication Date November 21, 2017 Authors Andrew D. Catt and Evan Rhinesmith; Jeanne M. Powers, Arizona State University Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent report published by EdChoice attempted to examine parents’ experiences with school choice in Indiana through a survey. Hanover Research compiled the survey results with the report authored by staff at EdChoice, an advocacy organization that favors school choice. Based on the survey, the report claimed that parents were highly satisfied with voucher and tax credit scholarship programs. Moreover, the report suggested that the findings support the expansion of school choice programs. Download the Policy Brief Read the Press Release Assessing the Fiscal Impact of Wisconsin’s Statewide Voucher Program Publication Date October 5, 2017 Authors Ellie Bruecker, University of Wisconsin-Madison Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary A peer-reviewed policy memo produced by the National Education Policy Center for the Great Lakes Center for Education Research and Practice explores the financial effects of Wisconsin’s expanded statewide Parental Choice Program (WPCP). The memo describes how the voucher program alters the relative share of public education spending borne by the state and by local districts and estimates the differential impact of the program on Wisconsin school districts. The author, Ellie Bruecker, University of Wisconsin-Madison, finds that the program will likely exacerbate school funding inequities for public schools in Wisconsin. Download the Policy Brief Read the Press Release The Tax-Credit Scholarship Audit: Do Publicly Funded Private School Choice Programs Save Money? Publication Date August 24, 2017 Authors Martin F. Lueken; Luis A. Huerta and Steven Koutsavlis, Teachers College, Columbia University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A 2016 report from EdChoice asserted that tax credit scholarship programs through Scholarship Tuition Organizations (STOs) have saved state treasuries billions of dollars since 1998. Twenty-one programs in 17 states now distribute scholarships to students via STO tax credit programs sometimes called “neovouchers.” The programs allow individuals and corporations to contribute to a nonprofit organization that distributes the money in the form of scholarships. According to the authors of the report, states can save money as a result of students leaving public schools and entering private schools. Download the Policy Brief Read the Press Release Renewing our Cities: A Case Study on School Choice’s Role in Urban Renewal / CPR Scholarships: Using Private School Choice to Attack Concentrated Poverty, Crime, and Unemployment Publication Date June 20, 2017 Authors David Harrison, and Jing Zhao, Bartley Danielsen, David Harrison, and Jing Zhao; Jennifer Jellison Holme and Emily Germain, University of Texas Austin Research Areas Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary EdChoice and the American Enterprise Institute (AEI) released reports suggesting that expanded school choice would promote economic development in economically distressed urban areas. The EdChoice report was a case study on the relocation decisions of families in an urban charter school, while the AEI report calls for a voucher-like program to spur economic development by luring higher income families into neighborhoods. While the EdChoice report is an empirical paper, the AEI report only consists of a hypothetical proposal for a voucher program aimed at promoting economic development in high-poverty neighborhoods. Download the Policy Brief Read the Press Release A Win-Win Solution: The Empirical Evidence on School Choice / The Participant Effects of Private School Vouchers across the Globe: A Meta-Analytic and Systematic Review Publication Date June 30, 2016 Authors M. Danish Shakeel, Kaitlin P. Anderson, & Patrick J. Wolf; Christopher Lubienski, University of Illinois Urbana-Champaign Research Areas School Choice & Vouchers Publication Type Think Twice Summary Two reports claimed to offer empirical support of the effectiveness of school vouchers. The reviewed reports include: A Win-Win Solution: The Empirical Evidence on School Choice from the Friedman Foundation for Educational Choice; and The Participant Effects of Private School Vouchers across the Globe: A Meta-Analytic and Systematic Review from the Department of Education Reform (DER) at the University of Arkansas. The reports focused on randomized studies of the effects of school vouchers on educational outcomes, concluding that school vouchers have positive effects. Download the Policy Brief Read the Press Release The School Choice Voucher: A “Get Out of Jail” Card? Publication Date April 6, 2016 Authors Corey DeAngelis and Patrick J. Wolf; Clive Belfield, Queens College, City University of New York (CUNY) Research Areas School Choice & Vouchers Publication Type Think Twice Summary The authors of the working paper used data from the Milwaukee Parental Choice Program (MPCP) to compare crimes processed through the Wisconsin courts for program participants and a matched sample of students. Although most of these comparisons showed no association, the report finds that some subgroups of MPCP students were less likely to commit crimes as adults. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Do Choice Policies Segregate Schools? Publication Date March 31, 2016 Authors William Mathis and Kevin Welner, University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability; Equity & Civil Rights; School Choice & Vouchers Publication Type Policy Brief Summary Despite advocates advancing the notion that integration can be promoted by increased school choice, a new brief considers the research evidence of those policies. The concise brief concludes that while choice policies may be designed and implemented in ways intended to advance integration; the result has been increased stratification. The National Education Policy Center published the brief with funding from the Great Lakes Center for Education Research and Practice. Download the Policy Brief Read the Press Release Better Data, Better Decisions: Informing School Choosers to Improve Education Markets and A Crisis We Can Solve: Connecticut’s Failing Schools and Their Impact Publication Date January 5, 2015 Authors John Valant; Erin McNamara Horvat, Temple University; and David Everington Baugh, Bensalem Township School District, Pennsylvania Research Areas Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary This report, published by AEI, asserts that choice is seen as a mechanism, and at times a panacea, for better educational quality. The report provides an overview of what families want from schools, where they get information on schools, and how they use information to make decisions. The report concludes that informed choice and the power of the market will produce better educational outcomes. The ConnCAN report makes a case that there is a desperate need to improve school quality in Connecticut’s neediest neighborhoods and promotes charter schools as the best and perhaps only method for increasing the number of high-quality educational seats in Connecticut. Download the Policy Brief Read the Press Release New York City's Children First: Lessons in School Reform Publication Date June 3, 2014 Authors Maureen Kelleher; Randal Reback, Barnard College Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; Teacher Workforce Publication Type Think Twice Summary A recent report from the Center for American Progress summarizes and evaluates the public education reforms during the Bloomberg mayoral era in NYC. The report suggests that positive change resulted from the Children First reforms and makes several policy recommendations. The report describes four aspects of reform during the Bloomberg era, and makes recommendations for NYC and other urban districts. It focuses on top-down school reforms from the mayor's office, rather than on instructional changes inside classrooms. Download the Policy Brief Read the Press Release Pluck & Tenacity: How Five Private Schools in Ohio Have Adapted to Vouchers Publication Date March 6, 2014 Authors Ellen Belcher; Christopher Lubienski and T. Jameson Brewer, University of Illinois Research Areas School Choice & Vouchers Publication Type Think Twice Summary This report highlights perceived challenges facing private schools brought on by the introduction of vouchers and calls for policymakers to strengthen Ohio's voucher programs. It praises the private schools profiled and cautions against state accountability programs that may "trample" on private schools' ability to provide a unique learning experience. Download the Policy Brief Read the Press Release School Choice and School Performance in the New York City Public Schools: Will the Past be Prologue? Publication Date November 19, 2013 Authors Grover J. “Russ” Whitehurst and Sarah Whitfield; Patricia Burch, University of Southern California Research Areas School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary Whitehurst and Whitfield attempt to use aggregate findings to make the case that expansion of school choice and school competition in NYC schools is a major factor in increased graduation rates and enhanced performance on state tests of academic achievement. The authors’ recommendations also include calls for more general improvements in instruction, teacher quality, and accountability systems. Download the Policy Brief Read the Press Release The Education Choice and Competition Index: Background and Results 2012 Publication Date January 29, 2013 Authors David Garcia, Mary Lou Fulton Teachers College, Arizona State University Research Areas School Choice & Vouchers Publication Type Think Twice Summary This report from the Brown Center on Education Policy at the Brookings Institution attempts to make a connection between parental satisfaction for schools and the purported collective benefits arising from market-based education polices. It includes an index which grades school districts using 13 categories, including the percentage of students enrolled in alternative schools other than traditional public schools. A review found weaknesses in the index’s subjective scoring system, as well as a lack of research behind the report’s recommendations, making the Brookings’ product fall short of being an effective policy tool. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking—Public Funding of School Choice Publication Date December 13, 2012 Authors William Mathis, University of Colorado-Boulder Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current relevant findings in education policy research and describes important issues and questions policymakers should consider in determining public funding of alternatives to conventional public schools. This three-page brief is part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Download the Policy Brief Read the Press Release The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City Publication Date September 13, 2012 Authors Sara Goldrick-Rab, The University of Wisconsin-Madison Research Areas School Choice & Vouchers Publication Type Think Twice Summary Jointly released with the Program on Education Policy and Governance at Harvard University, this report examines college enrollment rates of students participating in an experimental voucher program in New York City. Download the Policy Brief Read the Press Release Milwaukee Parental Choice Program, Final Reports No. 29, 30 & 32 Publication Date April 19, 2012 Authors Casey Cobb, University of Connecticut Research Areas School Choice & Vouchers Publication Type Think Twice Summary The three reports are among more than 30 produced by the School Choice Demonstration Project, which has conducted a five-year longitudinal growth study of the Milwaukee voucher program. Download the Policy Brief Read the Press Release The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Fourth Year Reports Publication Date June 2, 2011 Authors Clive Belfield, Queens College, City University of New York Research Areas School Choice & Vouchers Publication Type Think Twice Summary This report summarizes the SCDP's own earlier research on the Milwaukee voucher program. Download the Policy Brief Read the Press Release An Analysis of Arizona Individual Income Tax-credit Scholarship Recipient's Family Income, 2009-10 Publication Date November 18, 2010 Authors Casey D. Cobb, University of Connecticut Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary This report attempts to counter claims made by two AZ newspapers that the state's tuition tax credit voucher program has failed to increase private school access for low-income families. Download the Policy Brief Read the Press Release Urban School Decentralization and the Growth of "Portfolio Districts:" Publication Date June 2, 2010 Authors Kenneth J. Saltman, DePaul University Research Areas Assessment & Accountability; Charter Schools; School Choice & Vouchers; Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary This policy brief focuses on the portfolio approach to school reform being used in an increasing number of large urban districts including New York, Chicago, New Orleans and Washington, D.C. This approach has been promoted by education reform theorists and some in the Obama administration as a vital and necessary solution to the problems, especially, of urban districts despite the fact that it has unclear advantages, no proof of past success and known high costs. Download the Policy Brief Read the Press Release Graduation Rates for Choice and Public School Students in Milwaukee, 2003-2008 Publication Date March 31, 2010 Authors Casey D. Cobb, University of Connecticut Research Areas School Choice & Vouchers Publication Type Think Twice Summary Cobb's review of this report praises it for its technically sound analysis and results that are descriptively useful. However, Cobb cautions that any real claims about whether the voucher program is actually causing higher graduation rates must depend upon a much stronger research design. Download the Policy Brief Read the Press Release America's Private Public Schools Publication Date March 24, 2010 Authors John T. Yun, University of California, Santa Barbara Research Areas Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary This report identifies public schools across the U.S. that enroll very few students from low-income families (private public schools) and argues that the existence of these "exclusive" schools justifies the support of publicly funded vouchers to private schools. Download the Policy Brief Read the Press Release How School Choice Can Create Jobs for South Carolina Publication Date January 14, 2010 Authors Joydeep Roy, Georgetown University Research Areas School Choice & Vouchers Publication Type Think Twice Summary This report argues that school choice, in the form of vouchers to attend private schools, would create significant job opportunities in five poor, rural counties in South Carolina. Download the Policy Brief Read the Press Release Private Schooling in the U.S.: Expenditures, Supply, and Policy Implications Publication Date August 18, 2009 Authors Bruce D. Baker Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary This policy brief makes the case for schools across the country to put an end to policies that cast off students into unchallenging, low-track classrooms. The authors recommend a clear process for the phasing out of curricular stratification in grades K-10, beginning with the lowest track and granting meaningful access to AP and IB courses to all students. The brief includes model statutory language to implement its recommendations. Download the Policy Brief Read the Press Release Private Schooling in the U.S.: Expenditures, Supply, and Policy Implications Publication Date August 18, 2009 Authors Bruce D. Baker Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release The Fiscal Impact of Tax-Credit Scholarships in Montana The Fiscal Impact of Tax-Credit Scholarships in Georgia The Fiscal Impact of a Corporate & Individual Tax-Credit Scholarship Program on the State of Indiana Publication Date June 22, 2009 Authors Luis Huerta, Teachers College, Columbia University. Research Areas School Choice & Vouchers Publication Type Think Twice Summary The Friedman reports which focus on Georgia, Montana and Indiana purport to demonstrate that programs awarding tax-credits to donors funding private school vouchers will reduce government expenditures and make the finance system more efficient. In his review, Huerta finds the reports' conclusions highly suspect and sharply criticizes them for presenting unsubstantiated claims and failing to adequately consider short- and long-term costs of such tax-credit programs. Download the Policy Brief Read the Press Release Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years Publication Date May 21, 2009 Authors Martin Carnoy, Stanford University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The report finds that after three years, students in the D.C. voucher program showed modestly higher reading scores, but no significant difference in math scores when compared with a control group of students who didn’t get vouchers. Download the Policy Brief Read the Press Release A Win-Win Solution: The Empirical Evidence on How Vouchers Affect Public Schools Publication Date April 27, 2009 Authors Christopher Lubienski, University of Illinois Research Areas School Choice & Vouchers Publication Type Think Twice Summary This report purports to present a summary of previous research about the competitive effect of vouchers on public schools. The report concludes that such competition improves public schools. Download the Policy Brief Read the Press Release The Fiscal Impact of the Milwaukee Parental Choice Program: 2009 Update Publication Date April 27, 2009 Authors Christopher Lubienski, University of Illinois Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary This report examines issues concerning the funding formula used for the Milwaukee Parental Choice Program and finds that it generates a net savings to taxpayers in Wisconsin but imposes a large fiscal burden on taxpayers in Milwaukee. Download the Policy Brief Read the Press Release When Private Schools Take Public Dollars: What’s the Place of Accountability in School Voucher Programs? Publication Date April 15, 2009 Authors Ernest House, University of Colorado at Boulder Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary This report examines the opinions of experts who are school choice advocates regarding accountability issues for private schools that accept public monies (vouchers). Download the Policy Brief Read the Press Release Reports on 10 state public opinion surveys on K-12 school choice Publication Date December 2, 2008 Authors Jon Lorence and A. Gary Dworkin, University of Houston Research Areas School Choice & Vouchers Publication Type Think Twice Summary This is a series of reports based on public opinion polls in 10 states that claim that voters view public schools as unsatisfactory, that they prefer private over public schools, that vouchers should be available and that potential voters are more likely to support candidates who support school choice proposals. Download the Policy Brief Read the Press Release Promising Start: An Empirical Analysis of How EdChoice Vouchers Affect Ohio Public Schools Publication Date September 8, 2008 Authors Christopher Lubienski, University of Illinois Research Areas School Choice & Vouchers Publication Type Think Twice Summary This report makes the claim that Ohio's EdChoice voucher program has increased the effectiveness of public schools. The report indicates that substantial academic gains at public schools have been made because these schools have been exposed to the possibility of losing students to vouchers. Download the Policy Brief Read the Press Release The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida’s McKay Scholarship Program Publication Date May 22, 2008 Authors John T. Yun, University of California at Santa Barbara Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary This report claims that Florida’s McKay program of providing private-school vouchers to special education students has resulted in improved educational outcomes for special education students who chose to stay in public schools. The theory behind this conclusion is that increased competition to enroll these students has led public schools to improve services and programs for special education students not choosing to leave. Download the Policy Brief Read the Press Release Choice and Education across the States Publication Date April 29, 2008 Authors Wendy Chi, University of Colorado at Boulder Research Areas School Choice & Vouchers Publication Type Think Twice Summary This report assigns letter grades to states based on how extensive the state’s school choice system is. 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Teacher Workforce Decoding Progress in Reading Preparation (National Council on Teacher Quality, June 2026) Publication Date August 11, 2026 Authors Elena Aydarova, University of Wisconsin-Madison Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary This review examines a National Council on Teacher Quality report on elementary teacher preparation for reading instruction and concludes that its recommendations are not supported by rigorous evidence. The review argues that the report relies on outdated research, flawed methodology, and apparent conflicts of interest, and cautions policymakers against using it to guide teacher preparation or literacy policy. Download the Policy Brief Read the Press Release Navigating the Math Wars: A Practical Guide to the Divides and Debates Influencing Math Instruction Publication Date July 28, 2026 Authors Deborah Loewenberg Ball, University of Michigan Research Areas Curriculum & Instruction; Teacher Workforce; Public Education Publication Type Think Twice Summary The review examines current debates over math instruction and argues that a report intended to clarify them instead reinforces polarization and lacks sufficient nuance about classroom practice. Download the Policy Brief Read the Press Release Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be Publication Date March 11, 2025 Authors Emilie Mitescu Reagan, Claremont Graduate University; A. Lin Goodwin, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary A professionalized teaching workforce is key to strong educational opportunities, improved student outcomes, and broader societal benefits. However, recent policies aimed at improving teacher quality have had unintended consequences-eroding teacher autonomy, increasing workload, standardizing curriculum and assessment, and fostering public distrust. In NEPC's new policy brief, Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be, authors Emilie Mitescu Reagan of Claremont Graduate University and A. Lin Goodwin of Boston College examine the ongoing evolution of teachers' professional status. The brief explores how educators can navigate the constantly shifting societal perceptions of their profession. Download the Policy Brief Read the Press Release Review of 'So Hard, but So Rewarding:' How School System Leaders are Scaling up Strategic School Staffing Models Publication Date July 11, 2024 Authors Lisa Chu, Lydia Rainey, & Steven Weiner; Elizabeth Stringer Keefe, Stonehill College Research Areas Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary Following the pandemic, pervasive challenges have plagued the teaching profession, including teacher shortages, burnout, job dissatisfaction, and attrition. A new report from the Center on Reinventing Public Education proposes what it calls "strategic school staffing models" as a solution, though its evidence for this conclusion is lacking. Download the Policy Brief Read the Press Release Review of Teacher Prep Review: Strengthening Elementary Reading Instruction Publication Date September 19, 2023 Authors Christie Ellis, Shannon Holston, Graham Drake, Hannah Putman, Abigail Swisher, and Heather Peske; Paul Thomas, Furman University Research Areas Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary A recent report from the National Council on Teacher Quality (NCTQ) evaluates more than half of the elementary teacher preparation programs in the U.S., to gauge their effectiveness in reading instruction. A review finds, however, that the report lacks the rigor necessary to adequately inform policy or practice. Download the Policy Brief Read the Press Release The Effects of High-Performing, High-Turnover Teachers on Long-Run Student Achievement: Evidence From Teach for America Publication Date March 14, 2023 Authors Virginia S. Lovison; Emilie Mitescu Reagan, Claremont Graduate University Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary A recent paper published by the Annenberg Institute at Brown University presents findings from a study examining Teach for America (TFA) teacher turnover and teachers’ contributions to fourth through eighth grade student achievement. Download the Policy Brief Read the Press Release Review of Autonomous Schools Can Help Solve the Problem Behind the Teacher Shortage Problem Publication Date January 17, 2023 Authors Tressa Pankovits; Charisse Gulosino, University of Memphis; Hajime Mitani, Rowan University Research Areas Teacher Workforce Publication Type Think Twice Summary A recent report from the Progressive Policy Institute highlights the emergence of widespread teacher staffing shortages. By describing teacher autonomy as a panacea for reversing the problem, however, the report oversimplifies the issue. Download the Policy Brief Read the Press Release Review of Addressing Teacher Shortages: Practical Ideas for the Pandemic and Beyond Publication Date May 24, 2022 Authors Ben DeGrow; Ed Fuller, Penn State University Research Areas Equity & Civil Rights; Teacher Workforce Publication Type Think Twice Summary In response to Covid-related teacher shortages, the TNTP think tank (formerly “The New Teacher Project”) released a report with recommendations for district leaders in crafting short- and long-term teacher staffing plans. Download the Policy Brief Read the Press Release Review of Harnessing Micro-Credentials for Teacher Growth: A National Review of Early Best Practices Publication Date April 8, 2021 Authors Melissa Tooley and Joseph Hood; Elena Aydarova, Auburn University Research Areas Teacher Workforce Publication Type Think Twice Summary New America recently published a report, Harnessing Micro-Credentials for Teacher Growth: A National Review of Early Best Practices, that champions ways that micro-credentials have been used to allow teachers to move up the career ladder, receive higher pay, or renew their licenses. The report, along with an accompanying implementation guide, offers recommendations for how to implement and integrate micro-credentials into states’ human resources systems. Download the Policy Brief Read the Press Release Review of 2020 Teacher Prep Review: Clinical Practice and Classroom Management Publication Date March 16, 2021 Authors Laura Pomerance and Kate Walsh; Jamy Stillman and Katherine Schultz, University of Colorado Boulder Research Areas Technology & AI; Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary The authors of the NCTQ report reviewed over 2,400 programs, including what NCTQ terms "traditional" and "alternative" programs in two areas: clinical practice and classroom management. Only 3% of traditional programs received the highest grade for their approaches to clinical practice, signaling their compliance with the internal standards set by NCTQ. Asserting that a "positive" environment is the product of classroom management, the report offers as a major conclusion that there was a 26% increase in the number of programs that taught five specific classroom management strategies Download the Policy Brief Read the Press Release We All Want More Teachers of Color, Right?: Concerns and Considerations about the Emergent Consensus Publication Date July 21, 2020 Authors Thomas M. Philip, University of California, Berkeley; Anthony L. Brown, University of Texas at Austin Research Areas Equity & Civil Rights; Teacher Workforce Publication Type Policy Brief Summary The brief, titled, We All Want More Teachers of Color, Right?: Concerns and Considerations about the Emergent Consensus, explores the question, "How might we acknowledge and work toward the important task of diversifying the educator workforce while maintaining a healthy skepticism about the confluence of actors with their differing motivations who are promoting the diversification of the teaching profession?" The brief's authors – Thomas M. Philip of the University of California, Berkeley and Anthony L. Brown of the University of Texas at Austin – caution in particular against the "no excuses" school model, where teachers of color must try to satisfy irreconcilable demands focused on extreme accountability on one hand and commitments for cultural relevance and justice on the other. Download the Policy Brief Read the Press Release Review of Financial Crisis Looming for K-12 Schools? Flexibility Needed, Not Bailouts Publication Date May 7, 2020 Authors Jonathan Butcher; Jack Schneider, University of Massachusetts Lowell Research Areas Technology & AI; School Funding; Teacher Workforce Publication Type Think Twice Summary A new report from the Heritage Foundation argues that public education special interest groups, particularly teachers' unions, are detrimentally promoting excessive federal relief for education. Such spending, the report suggests, will come at the immediate expense of priorities like national defense. Download the Policy Brief Read the Press Release The Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down—and How to Fix It Publication Date January 24, 2019 Authors Amanda Datnow of the University of California, San Diego Research Areas Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary A recent report from TNTP, formerly The New Teacher Project, aims to expose what it labels the “opportunity myth” in American education: that while schools purport to prepare students well, they don’t deliver. Download the Policy Brief Read the Press Release Making a Difference: Six Places Where Teacher Evaluation Systems Are Getting Results Publication Date December 4, 2018 Authors Hannah Putman, Kate Walsh, and Elizabeth Ross; Amy Farley and Leah Chamberlain, University of Cincinnati Research Areas Teacher Workforce Publication Type Think Twice Summary Narrow focus and methodological flaws also diminish report’s attempt to promote the benefits of teacher evaluation linked to measures of student growth. Download the Policy Brief Read the Press Release 2018 Teacher Prep Review, National Council on Teacher Quality Publication Date June 12, 2018 Authors Robert Rickenbrode, Graham Drake, Laura Pomerance, and Kate Walsh; Marilyn Cochran-Smith of Boston College, Elizabeth Stringer Keefe of Lesley University, Wen-Chia Chang of Boston College, and Molly Cummings Carney of Boston College Research Areas Early Childhood; Teacher Workforce Publication Type Think Twice Summary The National Council on Teacher Quality (NCTQ) released its “2018 Teacher Prep Review,” examining whether U.S. teacher preparation programs are aligned with NCTQ’s standards. This alignment, the report insists, will produce teachers “ready to achieve individual successes, but also [ready] to start a broader movement toward increased student learning and proficiency.” Download the Policy Brief Read the Press Release A review of two reports on early childhood education (ECE) teacher preparation. Publication Date May 8, 2018 Authors Marnie Kaplan / Emily Workman, Lisa Guernsey, and Sara Mead; Adam Winsler, George Mason University Research Areas Early Childhood; Teacher Workforce Publication Type Think Twice Summary Two recent reports examined the current state of early childhood education (ECE) teacher preparation at the university and community college levels. Both reports raise awareness about the challenges facing the ECE workforce. A new review out today finds both reports to be mostly sound and useful, although some limitations in research and length were identified. Download the Policy Brief Read the Press Release Evaluation of the Teacher Incentive Fund: Final Report on Implementation and Impact of Pay-for-Performance Across Four Years Publication Date February 27, 2018 Authors Hanley Chiang, Cecilia Speroni, Mariesa Herrmann, Kristin Hallgren, Paul Burkander, and Alison Wellington; Francesca López, University of Arizona Research Areas Teacher Workforce Publication Type Think Twice Summary The final report from a four-year evaluation of 2010 Teacher Incentive Fund grant recipients was released late in 2017. The evaluation project sought to determine whether pay-for-performance (PFP) bonuses for teachers and principals resulted in improved student achievement. The final report found that test scores in reading and math increased slightly among the 2010 TIF recipients. It also found that the incentives were associated with higher classroom observation ratings, but the report found no association between test scores and observation ratings. Findings also indicated that the incentives had no effect on filling teacher vacancies. Download the Policy Brief Read the Press Release When Degree Programs for Pre-K Teachers Go Online: Challenges and Opportunities Publication Date January 18, 2018 Authors Shayna Cook; Beth Graue and Erica Ramberg, University of Wisconsin-Madison Research Areas Teacher Workforce; Technology & AI Publication Type Think Twice Summary A recent report from New America sought to explore the impact of online degree programs for early childhood (EC) educators. The report argued that online degree programs had the potential to professionalize pre-K teachers. The report claimed that flexible online bachelor’s programs could facilitate degree completion, increase the overall quality of EC educators, and raise salaries for pre-K teachers. Download the Policy Brief Read the Press Release Student-Centered State Funding: A How-to Guide for State Policymakers Publication Date January 9, 2018 Authors Bruce D. Baker, Rutgers University Research Areas Governance & Public Education; Teacher Workforce; School Funding Publication Type Think Twice Summary A report from Jeb Bush’s Foundation for Excellence in Education (ExcelinEd) attempted to illustrate and explain how state policymakers could design fairer and more transparent state funding systems where monies ‘follow the child’ through parental choice. The school finance systems promoted in the report allow for all state and local tax dollars to flow freely to local district, charter, or private and religious schools. The central premise of the report is: “that adopting ‘student-centered’ funding to enable parental choice of schools necessarily leads to a fairer and more transparent system for financing children’s schooling.” Download the Policy Brief Read the Press Release Back to the Staffing Surge: The Great Teacher Salary Stagnation and the Decades-Long Employment Growth in American Schools Publication Date July 5, 2017 Authors Ben Scafidi; Joydeep Roy, Columbia University; and William J. Mathis, University of Colorado Boulder Research Areas Teacher Workforce Publication Type Think Twice Summary A recent report from EdChoice, formerly the Friedman Foundation for Educational Choice, concluded that non-teaching staffing growth in schools after the Great Recession has outpaced enrollment growth and student performance. The report recommended increasing teacher pay, at the expense of non-teaching staff, and more school choice. Download the Policy Brief Read the Press Release Understanding a Vicious Cycle: Do Out-of-School Suspensions Impact Student Test Scores? Publication Date June 1, 2017 Authors Kaitlin P. Anderson, Gary W. Ritter, & Gema Zamarro; Brea L. Perry, Indiana University; and Daniel Losen, director of the Center for Civil Rights Remedies initiative at the Civil Rights Project at UCLA Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary The Department of Education Reform at the University of Arkansas released a recent working paper on the association between out-of-school suspensions and student test scores. The paper concluded that punishment works, and that out-of-school suspension had a positive relationship to math and language arts test scores. However, an academic review of the paper finds multiple methodological and validity concerns, which limit the claims made. Download the Policy Brief Read the Press Release A New Agenda: Research to Build a Better Teacher Preparation Program Publication Date March 28, 2017 Authors Ashley LiBetti Mitchel & Melissa Steel King; Marilyn Cochran-Smith, Stephani Burton, Molly Cummings Carney, Juan Gabriel Sánchez, and Andrew F. Miller; Boston College Research Areas Teacher Workforce Publication Type Think Twice Summary Bellwether Education Partners (BEP) released a report calling into question the effectiveness of teacher preparation programs in the U.S. The report proposed that improving teacher quality could be accomplished through teacher preparation program redesign. Further, it asserted that teacher preparation programs are “blindly swinging from one popular reform to the next” and decades of input- and outcome-based research have failed to improve teacher education. Download the Policy Brief Read the Press Release Within Our Grasp: Achieving Higher Admission Standards in Teacher Prep Publication Date March 23, 2017 Authors Kate Walsh, Nithya Joseph and Autumn Lewis; Marilyn Cochran-Smith, Boston College; Megina Baker, Project Zero, Harvard University; Wen-Chia Chang, Boston College; M. Beatriz Fernández, Alberto Hurtado University, Chile; and Elizabeth Stringer Research Areas Teacher Workforce Publication Type Think Twice Summary A recently issued report from the National Council on Teacher Quality (NCTQ) advocated raising the bar for entry into teacher preparation programs as a means to improve teacher quality across the country. The report reviewed the academic requirements at 221 institutions in 25 states, and argued for boosting entry requirements. Download the Policy Brief Read the Press Release Learning about Learning: What Every New Teacher Needs to Know Publication Date March 24, 2016 Authors Laura Pomerance, Julie Greenberg and Kate Walsh; P.L. Thomas, Furman University; and Christian Z. Goering, University of Arkansas Research Areas Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary As part of a series of reports chronicling teacher education, the National Council on Teacher Quality (NCTQ) attempted to investigate the textbooks used in teacher prep coursework. The report contended that textbooks assigned in methods coursework fail to provide teacher candidates with proper preparation. The NCTQ report is based on six strategies adapted from a practice guide provided by the What Works Clearinghouse, which is funded by the U.S. Department of Education’s Institute of Education Sciences (IES). The report offers recommendations for textbook publishers, teacher education programs, and state departments of education. Download the Policy Brief Read the Press Release Smart, Skilled, and Striving: Transforming and Elevating the Teaching Profession Publication Date January 7, 2016 Authors Carmel Martin, Lisette Partelow, and Catherine Brown; Elizabeth J. Meyer, University of Colorado Boulder Research Areas Teacher Workforce Publication Type Think Twice Summary This recent Center for American Progress (CAP) report outlined a vision for elevating and modernizing the teaching profession. The report provided ten recommendations for improving the public perceptions and experiences of teachers. However, an academic review reveals several harmful policy reforms in the report. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Reversing the Deprofessionalization of Teaching Publication Date December 8, 2015 Authors William Mathis and Kevin Welner, University of Colorado Boulder Research Areas Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary As part of a series of briefs being released by the National Education Policy Center with funding from the Great Lakes Center for Education Research and Practice, William J. Mathis and Kevin Welner, University of Colorado Boulder, discuss three forces impacting teachers: (a) alternative (fast-track or no-track) teacher preparation and licensure; (b) teacher evaluation approaches that are largely focused on students’ test scores; and (c) scripted, narrow curriculum that can be constricting and demoralizing for high-quality teachers. Download the Policy Brief Read the Press Release The Effects of Test-based Retention on Student Outcomes Over Time: Regression Discontinuity Evidence from Florida Publication Date December 3, 2015 Authors Guido Schwerdt and Martin R. West; Joseph P. Robinson-Cimpian, University of Illinois at Urbana-Champaign Research Areas Teacher Workforce Publication Type Think Twice Summary As part of its working paper series, the National Bureau of Economic Research (NBER) recently released a report examining the outcomes of Florida’s third-grade retention policy. The report concluded, contrary to the conventional wisdom on grade retention, that third-grade retention had positive effects on the following year’s test results, but the effects fade, with no effect on graduation. The report attempted to investigate the impact of a Florida policy, which flags students for retention, to repeat third grade, based on a state-specified cut-score on the Florida Comprehensive Achievement Test. The findings indicated that students just below the threshold (one-third of whom were retained) performed better than those just above the threshold (5% of whom were retained) on next year’s tests. Download the Policy Brief Read the Press Release Paying the Best Teachers More to Teach More Students Publication Date April 13, 2015 Authors Marguerite Roza and Amanda Warco; Patricia H. Hinchey, Penn State University Research Areas Teacher Workforce Publication Type Think Twice Summary A recent report from the Edunomics Lab at Georgetown University proposed that school districts pay top performing teachers a bonus for accepting additional students into their existing classes. The report claimed that larger classes and reductions to the teaching force would create significant savings. According to the report, districts should pay teachers in the top quartile a bonus for increasing their class size by up to three students. The report considers that students working with more effective teachers would offset any potential sacrifice in student learning. Download the Policy Brief Read the Press Release Proposed 2015 Federal Teacher Preparation Regulations Publication Date January 12, 2015 Authors Kevin K. Kumashiro, University of San Francisco Research Areas Teacher Workforce Publication Type Think Twice Summary The U.S. Department of Education has released proposed Teacher Preparation Regulations under Title II of the Higher Education Act with a call for public comments through the Federal Register. The comment period closes February 2. The Department of Education claims that the proposed regulations will help ensure teacher-training programs are better preparing educators to succeed in the classroom by requiring states to measure outcomes of how graduates are doing in the classroom. The proposal would require states to assess and rate every teacher preparation program every year with four Performance Assessment Levels (exceptional, effective, at-risk, and low-performing), and states would be required to provide technical assistance to “low-performing” programs. Additionally, programs that do not show improvement could lose state approval, state funding, and federal student financial aid. Download the Policy Brief Read the Press Release New York City's Children First: Lessons in School Reform Publication Date June 3, 2014 Authors Maureen Kelleher; Randal Reback, Barnard College Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; Teacher Workforce Publication Type Think Twice Summary A recent report from the Center for American Progress summarizes and evaluates the public education reforms during the Bloomberg mayoral era in NYC. The report suggests that positive change resulted from the Children First reforms and makes several policy recommendations. The report describes four aspects of reform during the Bloomberg era, and makes recommendations for NYC and other urban districts. It focuses on top-down school reforms from the mayor's office, rather than on instructional changes inside classrooms. Download the Policy Brief Read the Press Release Fast Start: Training Better Teachers Faster, with Focus, Practice, and Feedback Publication Date May 29, 2014 Authors Ana Menezes and Adam Maier; William J. Mathis, University of Colorado Boulder Research Areas Teacher Workforce Publication Type Think Twice Summary The report recommends giving new teachers the tools they need to be successful and proposes a five-week pre-service preparation model. The recommendations include several strategic changes: (1) a narrower curriculum focused only on the most essential teaching skills; (2) an emphasis on practicing skills instead of just learning about them; and (3) intensive coaching that provides regular, specific feedback on changes to instructional techniques. Download the Policy Brief Read the Press Release Measuring the Impacts of Teachers I (NBER No. 19423) & II (NBER No. 19424) Publication Date April 10, 2014 Authors Raj Chetty, John N. Friedman, and Jonah E. Rockoff (both papers); Moshe Adler, Columbia University & Empire State College, SUNY Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary This NBER working paper - split in two parts - studied the impact of teachers on long-term outcomes using value-added scores. The reports addressed a key question: Are teachers' impacts on students' test scores ("value added") a good measure of their quality? Economists Raj Chetty, John Friedman, & Jonah Rockoff claim in a two-part paper that higher value-added scores for teachers lead to greater economic success for their students later in life. The paper drew widespread media and politicians' attention, including the president's. Download the Policy Brief Read the Press Release Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment Publication Date January 28, 2014 Authors Steven Glazerman, Ali Protik, Bing-ru Teh, Julie Bruch, and Jeffery Max; Donald Gratz, Curry College Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary The Teacher Transfer Initiative (TTI) actively encouraged 1,500 "high-performing" elementary teachers in 10 urban school districts to transfer to low-performing schools in return for a total stipend of $20,000 distributed over two years. The teachers were all identified as having students who were in the top 20 percent in their districts, based on a value-added measure of standardized test scores. The assumption was that better teachers would get better results on standardized tests wherever they teach. Download the Policy Brief Read the Press Release Fixing Classroom Observations: How Common Core Will Change the Way We Look at Teaching Publication Date January 21, 2014 Authors Jennie Whitcomb, University of Colorado Boulder Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary This report suggests that many states and school districts are rolling out new teacher evaluation systems that will not succeed in improving instruction because they have not been updated to reflect the Common Core. The report asserts that new evaluation systems have not remedied practical challenges of classroom observations. It calls for increased emphasis on lesson content and a paring down of observation rubrics – to make them more focused and clear. Download the Policy Brief Read the Press Release An Opportunity Culture for All : Making teaching a highly paid, high-impact profession Publication Date December 12, 2013 Authors Emily Ayscue Hassel and Bryan C. Hassel; Patricia Hinchey, Penn State University Research Areas Teacher Workforce Publication Type Think Twice Summary A report from Public Impact calls for a sweeping restructuring of the teaching profession. Public Impact in its consulting work promotes school turnarounds, charter schools, and market-based reforms. Download the Policy Brief Read the Press Release Model Legislative Language for Comprehensive Assessment and Accountability Publication Date October 22, 2013 Authors Andy Hargreaves, Boston College Henry Braun, Boston College Research Areas Assessment & Accountability; Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary In a report released today, Andy Hargreaves and Henry Braun of Boston College describe how data-driven accountability initiatives have created “perverse” incentives for educators. The legislative brief highlights the flawed use of DDIA in much, though not all, of the U.S. education system. To restore focus on improvement, schools should consider systematic reforms that capture the full range of learning and assess educational values holistically, instead of relying on narrow metrics to define success that punish teachers and students. The brief includes twelve recommendations for establishing more effective systems and processes of Data-Driven or Evidence-Informed Improvement and Accountability. Model legislation by attorney Kathy Gebhardt accompanies Data-Driven Improvement and Accountability. Download the Policy Brief Read the Press Release Two Culminating Reports From The MET Project Publication Date January 31, 2013 Authors Jesse Rothstein, University of California Berkeley William Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary The Measures of Effective Teaching Project (MET) is an ambitious, multi-year study of thousands of teachers in six school districts. This review is of two of the final research papers dealing with the impact of student assignment on teacher evaluations and how teacher evaluation measures are best combined. Download the Policy Brief Read the Press Release Measures of Effective Teaching—Asking Students About Teaching Publication Date November 15, 2012 Authors Eric M. Camburn, The University of Wisconsin-Madison Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Bill & Melinda Gates Foundation's Measures of Effective Teaching (MET) Project presents advice on administering and using information from student surveys to evaluate teachers and provide feedback to teachers. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking—Teacher Evaluation Publication Date September 20, 2012 Authors William Mathis, University of Colorado-Boulder Research Areas Teacher Workforce Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes research findings on the effects of teacher evaluation systems, including unintended as well as intended consequences. This two-page brief is part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Download the Policy Brief Read the Press Release An Analysis of the Use and Validity of Test-Based Teacher Evaluations Reported by the Los Angeles Times: 2011 Publication Date June 20, 2012 Authors Catherine S. Durso,University of Denver Research Areas Teacher Workforce Publication Type Policy Brief Summary Catherine S. Durso of the University of Denver prepared the research brief for the National Education Policy Center. The brief was funded in part by the Great Lakes Center for Education Research and Practice. Download the Policy Brief Read the Press Release Gathering Feedback for Teaching: Combining High Quality Observation with Student Surveys and Achievement Gains Publication Date March 13, 2012 Authors Cassandra Guarino, University of Indianana Brian Stacy, Michigan State University Research Areas Teacher Workforce Publication Type Think Twice Summary This report is the second to come out on the e Measures of Effective Teaching (MET) project and focuses on an evaluation method in which videotaped lessons, evaluated by trained raters, are used to assess teachers. Download the Policy Brief Read the Press Release Review of The Long-Term Impact of Teachers: Teacher Value-Added and Student Outcomes in Adulthood Publication Date February 16, 2012 Authors Dale Ballou, Vanderbilt University Research Areas Governance & Public Education; Teacher Workforce; Assessment & Accountability Publication Type Think Twice Summary This report concludes that teachers whose students show high gains on standardized test scores continue to have a positive impact on the students later in the form of reduced teenage pregnancy rates, increased college attendance and increased future earnings. Ballou's review acknowledges that the report is impressive in many ways, but that important tests for bias were omitted and it failed to account for external factors which could impact test scores such as good parenting. Download the Policy Brief Read the Press Release Assessing the Compensation of Public School Teachers Publication Date January 31, 2012 Authors Jeffrey H. Keefe, Rutgers University Research Areas Teacher Workforce Publication Type Think Twice Summary This report claims that public school teachers are paid 52 percent more than fair market rates and that teachers are less intelligent than other workers of comparable education and experience. Download the Policy Brief Read the Press Release Creating Teacher Incentives for School Excellence and Equity Publication Date January 12, 2012 Authors Barnett Berry, Center for Teaching Quality (Policy Brief) Jon Eckert, Wheaton College (Policy Brief) Scott R. Bauries, University of Kentucky College of Law (Legislative Brief) Research Areas Teacher Workforce Publication Type Policy Brief Summary A newly released report highlights incentives that can be much more effective in attracting and retaining quality teachers than simple merit pay programs. The report shows how merit pay programs that reward teachers based on their students' standardized test scores do little to improve student achievement and offers information on other incentives that could be more successful. Download the Policy Brief Read the Press Release Redefining Teacher Pensions. Strategically Defined Benefits for New Teachers and Fiscal Sustainability for All Teacher Effectiveness from Changing Retirement Benefits Buyer Beware: The Risks to Teacher Effectiveness from Changing Retirement Benefits Publication Date November 22, 2011 Authors Teresa Ghilarducci, New School for Social Research, Schwartz Center for Economic Policy Analysis Research Areas Teacher Workforce Publication Type Think Twice Summary These two reports consider the potential costs and benefits of eliminating traditional defined benefit pension plans for teachers and replacing them with cash-balance plans. Download the Policy Brief Read the Press Release Florida Formula for Student Achievement: Lessons for the Nation Publication Date June 30, 2011 Authors William J. Mathis, University of Colorado-Boulder Research Areas Assessment & Accountability; Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary The Bush presentation claims that six "reforms" caused gains in fourth-grade reading scores in Florida. Download the Policy Brief Read the Press Release Cross-Country Evidence on Teacher Pay for Performance Publication Date May 31, 2011 Authors Mattias von Davier, Education Testing Service Research Areas Teacher Workforce Publication Type Think Twice Summary This report claims that students in nations where teachers are paid on "merit" score higher on an international achievement test. Download the Policy Brief Read the Press Release District Awards for Teacher Excellence: Final Report Publication Date March 3, 2011 Authors Donald B. Gratz, Curry College Research Areas Teacher Workforce Publication Type Think Twice Summary Gratz's review finds although the report is thorough and presents some interesting findings, "it suffers from two major constraints: data not collected and questions not asked." Gratz cautions against using this report for policymaking. Download the Policy Brief Read the Press Release Due Diligence and the Evaluation of Teachers: A Review of the Value-Added Analysis Underlying the Effectiveness Rankings of Los Angeles Unified School District Teachers by The Los Angeles Times Publication Date February 8, 2011 Authors Derek Briggs and Ben Dominque, University of Colorado at Boulder Research Areas Assessment & Accountability; Teacher Workforce Publication Type Policy Brief Summary This report, by Richard Buddin, is a value-added analysis of elementary teachers in the LAUSD. Buddin asserts that teacher quality can validly be measured using student performance on the reading and math portions of the California Standardized Test. Buddin's analysis was the focus of an article in the LA Times which included a database of LAUSD teachers by name and their individual rankings which were based on Buddin's model. The reviewers found that Buddin's analysis is a deeply flawed and an inaccurate measure of teacher effectiveness. Download the Policy Brief Read the Press Release Measures of Effective Teaching - Learning about Teaching: Initial Findings Publication Date January 13, 2011 Authors Jesse Rothstein, University of California at Berkeley Research Areas Teacher Workforce Publication Type Think Twice Summary This study indicates that classroom effectiveness can be reliably estimated by gauging students' progress on standardized tests. Download the Policy Brief Read the Press Release Getting Teacher Assessment Right: What Policymakers Can Learn from Research Publication Date December 7, 2010 Authors Patricia H. Hinchey, Penn State University Research Areas Teacher Workforce Publication Type Policy Brief Summary This policy brief outlines authoritative research documenting a wide range of useful criteria that should be used together to form the foundation for high quality assessment of teacher quality and effectiveness. These criteria include: classroom observations and evaluations, portfolios prepared by teachers, peer review and value-added models based on student standardized testing. The brief cautions against relying solely or in large part on student test scores for teacher assessment as they are unreliable and encourages policymakers to adopt assessment systems that rely on multiple sources of information. Download the Policy Brief Read the Press Release Teacher Evaluation 2.0 Publication Date November 16, 2010 Authors H. Richard Milner, Vanderbilt University Research Areas Teacher Workforce Publication Type Think Twice Summary This guide analyzes how to fix teacher evaluations, proposing six design standards that any rigorous and fair evaluation system should meet. It offers states and school districts a blueprint for better evaluations that can help every teacher thrive in the classroom. Download the Policy Brief Read the Press Release Teacher Layoffs: Rethinking "Last-Hired, First-Fired" Policies Publication Date May 12, 2010 Authors Richard Ingersoll and Lisa Merrill, University of Pennsylvania Research Areas Teacher Workforce Publication Type Think Twice Summary This report urges making teacher layoff decisions on the basis of teacher quality and performance as opposed to the seniority system used by most school districts. Download the Policy Brief Read the Press Release The Widget Effect: Our National Failure to Acknowledge and Act on Teacher Differences Publication Date August 5, 2009 Authors Raymond Pecheone and Ruth Chung Wei, Stanford University Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary This report describes serious problems with teacher evaluation systems based on surveys conducted in 12 school districts in four states. The report urges changes to establish more effective evaluation systems that will be able to discern the highest and lowest quality teachers. Download the Policy Brief Read the Press Release An Evaluation of Teachers Trained Through Different Routes to Certification Publication Date March 10, 2009 Authors Sean P. Corocoran, New York University and Jennifer Jennings Research Areas Teacher Workforce Publication Type Think Twice Summary This report finds that students who were assigned an alternatively certified teacher did no worse on achievement tests than students whose teacher came through the traditional teacher-education route. Moreover, the report concludes that there is no association between greater amounts of teacher training coursework and effectiveness in the classroom. Download the Policy Brief Read the Press Release The High Cost of High School Dropouts in Ohio Publication Date March 4, 2009 Authors Sherman Dorn, University of South Florida Research Areas Assessment & Accountability; Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary This report offers up “dropout recovery” charter schools as a solution to reduce Ohio’s dropout rates. Download the Policy Brief Read the Press Release Alternative Certification of Teachers Publication Date May 12, 2008 Authors Gene V Glass, Ph.D. Arizona State University Research Areas Teacher Workforce Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release The Promises and Pitfalls of Alternative Teacher Compensation Approaches Publication Date April 23, 2007 Authors Debbi C. Harris - Wisconsin Center for Education Research, University of Wisconsin-Madison Research Areas Teacher Workforce Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release How Much Are Teachers Paid? Publication Date February 19, 2007 Authors Sean Corcoran, New York University Lawrence Mishel, Economic Policy Institute Research Areas Teacher Workforce Publication Type Think Twice Summary This report asserts that teachers are paid at a higher rate and work fewer hours than most white-collar professionals and puts forward an analysis that finds no correlation between their measure of teacher pay and student achievement. Download the Policy Brief Read the Press Release Giving Students the Chaff: How to Find and Keep the Teachers We Need Publication Date October 25, 2006 Authors Raymond Pecheone & Ash Vasudeva, Stanford University Research Areas Teacher Workforce Publication Type Think Twice Summary This report asserts that school choice, in the form of private-school vouchers and charter schools, will improve the quality of teachers. Download the Policy Brief Read the Press Release Getting Farther Ahead by Staying Behind: A Second-Year Evaluation of Florida's Policy to End Social Promotion (2006) Publication Date October 10, 2006 Authors Derek Briggs, University of Colorado at Boulder Research Areas Teacher Workforce Publication Type Think Twice Summary This report concludes that Florida's policy of retaining third-grade students based on their scores on a standardized reading test has helped them to improve their reading. Download the Policy Brief Read the Press Release Getting Ahead by Staying Behind: An Evaluation of Florida’s Program to End Social Promotion Publication Date February 23, 2006 Authors Ed Wiley, University of Colorado Research Areas Teacher Workforce Publication Type Think Twice Summary This Education Next article summarizes the Manhattan’s Institute’s 2004 study, An Evaluation of Florida’s Program to End Social Promotion. The authors analyze the test scores of two third-grade cohorts over the period of one year and conclude that there are major positive effects associated with retention in the program. Download the Policy Brief Read the Press Release sign up for emails Get the latest K-12 education policy research delivered straight to your inbox!

School Leadership Navigating the Math Wars: A Practical Guide to the Divides and Debates Influencing Math Instruction Publication Date July 28, 2026 Authors Deborah Loewenberg Ball, University of Michigan Research Areas Curriculum & Instruction; Teacher Workforce; Public Education Publication Type Think Twice Summary The review examines current debates over math instruction and argues that a report intended to clarify them instead reinforces polarization and lacks sufficient nuance about classroom practice. Download the Policy Brief Read the Press Release Avoiding the Supreme Court's Religious Charter-School Trap: Governance Change for the New Legal Era Publication Date May 28, 2026 Authors Kevin G. Welner, Carol C. Burris, and Preston C. Green III Research Areas Charter Schools; Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary In a new policy brief, Avoiding the Supreme Court's Religious Charter-School Trap: Governance Change for the New Legal Era, authors Kevin G. Welner (University of Colorado Boulder), Carol C. Burris (Network for Public Education), and Preston C. Green III (University of Connecticut) warn that, without proactive legislative action, this radical transformation of states' charter sectors could be fully imposed within two years. Appendix Download the Policy Brief Read the Press Release Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance Publication Date April 21, 2026 Authors Derek Gottlieb Research Areas Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary The first year of the second Trump administration has seen a radical break from six decades of federal education policy, discarding the longstanding vision of equal access and human capital development in favor of a new, and as yet undefined, approach to American educational governance. In a new policy brief, Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance, Dr. Derek Gottlieb, a leading scholar of education policy, examines the educational purposes that administration officials have publicly articulated across a variety of platforms, along with the actions that the federal government has taken over the past year to achieve its goals. Download the Policy Brief Read the Press Release Review of NEPC Review: Estimating the LongRun Impact of a Universal ESA Program in Mississippi Publication Date February 24, 2026 Authors Martin Lueken and Michael Q. McShan; David S. Knight, University of Washington Research Areas School Funding; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice estimates the long-term economic returns of a universal education savings account (ESA) policy in Mississippi. ESA policies provide taxpayer dollars to households that decline to send their children to public schools, allowing those funds to be used for private school tuition or other educational expenses. As ESAs and similar school choice programs expand rapidly across the country, rigorous research is essential to inform sound, evidence-based policymaking. Download the Policy Brief Read the Press Release Review of Redrawing the Lines: How Purposeful School System Redistricting Can Increase Funding Fairness and Decrease Segregation Publication Date January 29, 2026 Authors Christopher Cleveland, Brown University; Joshua Almes, Brown University Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary A recent New America report argues that states can advance educational equity by redrawing school district boundaries to reduce within-state fiscal and demographic disparities. While the analysis has some methodological limitations, it offers policymakers a useful framework for understanding how existing district lines shape unequal access to resources. Download the Policy Brief Read the Press Release Review of Outmatched: Special Education Can't Solve Problems Rooted in the Education Delivery System Publication Date January 22, 2026 Authors Ashley Jochim and Alexander Kurz; Federico Waitoller, University of Illinois Chicago Research Areas Governance & Public Education; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary While special education in the United States has advanced civil rights and educational equity, persistent concerns about inequity, labeling, and segregation remain. A recent Center on Reinventing Public Education (CRPE) report proposes a dramatic restructuring of special education, arguing that rising identification rates and persistent achievement gaps stem from a general education system built for uniformity rather than diversity. Download the Policy Brief Read the Press Release Christian Nationalism and Educational Policy in the United States Publication Date November 4, 2025 Authors Kevin Burke, University of Georgia; Heidi Hadley, Auburn University Research Areas Curriculum & Instruction; Equity & Civil Rights; Governance & Public Education; School Choice & Vouchers Publication Type Policy Brief Summary American public education faces an escalating challenge: the rise of Christian nationalism. This movement entwines politics and religion, insisting the U.S. was founded as a Christian nation and should be governed by rigid hierarchies under the Christian God. A new policy brief explores the political and ideological effects this movement has on education policy. Download the Policy Brief Read the Press Release Fit for Purpose? How Today’s Commercial Digital Platforms Subvert Key Goals of Public Education Publication Date September 25, 2025 Authors Faith Boninger, University of Colorado Boulder; T. Philip Nichols, Baylor University Research Areas Technology & AI; Equity & Civil Rights; Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary A new policy brief, Fit for Purpose? How Today's Commercial Digital Platforms Subvert Key Goals of Public Education, by Faith Boninger of the University of Colorado Boulder and T. Philip Nichols of Baylor University, reviews research examining key pedagogical, logistical, and ethical implications of ed tech platforms for schools. The brief's analysis of these implications leads to recommendations for teachers, school leaders, and policymakers on how to govern its use. Download the Policy Brief Read the Press Release Stuck Between a Rock and a Hard Place? Disentangling the Intersections of Student Behavior, School Discipline, and School Safety in the Post-COVID Era Publication Date May 20, 2025 Authors Richard O. Welsh, Vanderbilt University; Kathryn James McGraw, Vanderbilt University Research Areas School Climate & Student Support; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers Publication Type Policy Brief Summary A new policy brief addresses growing concerns about student behavior, educators' perceptions of that behavior, and the management of perceived misbehavior in the wake of the COVID-19 pandemic. These issues, already urgent before the pandemic, have intensified as schools contend with increased need, trauma, and behavioral challenges. Download the Policy Brief Read the Press Release Review of Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends Publication Date April 24, 2025 Authors Nat Malkus; Chris Domaleski, National Center for the Improvement of Educational Assessment Research Areas Assessment & Accountability; Governance & Public Education; School Funding Publication Type Think Twice Summary A recent American Enterprise Institute report does a good job of identifying and describing long-term trends in student performance using national and international assessment data. However, a review finds that the report then falls short in its attempts to analyze and understand the factors driving these trends. Download the Policy Brief Read the Press Release Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be Publication Date March 11, 2025 Authors Emilie Mitescu Reagan, Claremont Graduate University; A. Lin Goodwin, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary A professionalized teaching workforce is key to strong educational opportunities, improved student outcomes, and broader societal benefits. However, recent policies aimed at improving teacher quality have had unintended consequences-eroding teacher autonomy, increasing workload, standardizing curriculum and assessment, and fostering public distrust. In NEPC's new policy brief, Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be, authors Emilie Mitescu Reagan of Claremont Graduate University and A. Lin Goodwin of Boston College examine the ongoing evolution of teachers' professional status. The brief explores how educators can navigate the constantly shifting societal perceptions of their profession. Download the Policy Brief Read the Press Release Review of Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era Publication Date January 28, 2025 Authors Sofoklis Goulas; Sally A. Nuamah, Northwestern University Research Areas Governance & Public Education; Equity & Civil Rights; School Funding; School Choice & Vouchers Publication Type Think Twice Summary A recent Fordham Institute report argues that post-pandemic enrollment declines will inevitably force districts to make the controversial decision to close some schools. Embracing this possibility, it provides dual criteria of substantial declines in enrollment and chronic low performance as indicators of which schools should be closed first, naming nearly 500 specific schools that meet the criteria. Download the Policy Brief Read the Press Release Review of School Segregation on School Report Cards: Who Are We Grading Anyway? Publication Date December 10, 2024 Authors Jay Carter and Leonardo Restrepo; James Noonan, Salem State University Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education Publication Type Think Twice Summary A recent Urban Institute report examines proposed legislation in North Carolina that would add a "proportionality score" to the state accountability system, measuring how closely a school’s racial demographics match those of the surrounding county. James Noonan of Salem State University reviewed School Segregation on School Report Cards: Who Are We Grading Anyway? and found it to be logical but somewhat under-explained. Download the Policy Brief Read the Press Release Review of Learning Systems: Shaping the Role of Artificial Intelligence in Education Publication Date November 26, 2024 Authors Amy Chen Kulesa, Michelle Croft, Brian Robinson, Mary K. Wells, Andrew J. Rotherham, and John Bailey; T. Philip Nichols, Baylor University Research Areas Technology & AI; Governance & Public Education Publication Type Think Twice Summary A recent three-part report from Bellwether explores the growing role of artificial intelligence (AI) in K-12 education and offers recommendations for policymakers and practitioners to navigate this emerging landscape. Download the Policy Brief Read the Press Release The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems Publication Date November 21, 2024 Authors David S. Knight, University of Washington; David DeMatthews, University of Texas at Austin Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary NEPC’s new policy brief, The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems, synthesizes research on the fiscal impacts of charter and voucher school policies on public school systems. Authors David S. Knight of the University of Washington and David DeMatthews of the University of Texas at Austin also discuss recent developments, including the influx of voucher policies, often promoted by large philanthropic donations and messaging campaigns. Download the Policy Brief Read the Press Release Review of Systemwide and Intervention-Specific Effects of Denver Public Schools' Portfolio District Strategy on Individual Student Achievement Publication Date November 7, 2024 Authors Parker Baxter, Anna Nicotera, David Stuit, Margot Plotz, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver attempts to assess the effect of a "portfolio district strategy" on student performance in the Denver Public Schools. As was the case with its 2022 predecessor (reviewed here), advocates for portfolio reforms have trumpeted the new study as showing that this "portfolio" package of reforms has a positive and large impact on student outcomes. The review, however, concludes that the study lacks the ability to so definitively link Denver's improved outcomes to these particular reforms. Download the Policy Brief Read the Press Release Review of Ohio Charter Schools After the Pandemic: Are Their Students Still Learning More Than They Would in District Schools? Publication Date September 24, 2024 Authors Stephane Lavertu; Bryan Mann, University of Kansas Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary A recent Fordham Institute report contends that the state's charter schools have outperformed traditional public schools and implies that they merit continued or expanded state investment. Download the Policy Brief Read the Press Release Review of The Broken Pipeline: Advanced Education Policies at the Local Level Publication Date July 18, 2024 Authors Adam Tyner; Eunice S. Han, University of Utah Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent Thomas B. Fordham Institute report describes current policies and practices at the district level across the U.S. that are designed to provide what the report calls advanced and gifted education. A review of the report determines, however, that its conclusions and policy suggestions lack validity. Download the Policy Brief Read the Press Release Review of 'So Hard, but So Rewarding:' How School System Leaders are Scaling up Strategic School Staffing Models Publication Date July 11, 2024 Authors Lisa Chu, Lydia Rainey, & Steven Weiner; Elizabeth Stringer Keefe, Stonehill College Research Areas Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary Following the pandemic, pervasive challenges have plagued the teaching profession, including teacher shortages, burnout, job dissatisfaction, and attrition. A new report from the Center on Reinventing Public Education proposes what it calls "strategic school staffing models" as a solution, though its evidence for this conclusion is lacking. Download the Policy Brief Read the Press Release Review of Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale Publication Date June 13, 2024 Authors Jake Bryant, Felipe Child, Ezgi Demirdag, Emma Dorn, Stephen Hall, Kartik Jayaram, Charag Krishnan, Cheryl Lim, Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis, Doug; Clara Fontdevila, University of Glasgow; Antoni Verger, Universitat Autònoma de Barcelona; and Adrián Zancajo, Universitat Autònoma de Barcelona Research Areas Governance & Public Education; Technology & AI; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary McKinsey & Company released a new global report on education that provides guidelines for policy reforms and governance strategies offered as promoting significant and sustained improvement in students’ learning outcomes. A review of the report, however, identified weaknesses likely to compromise the robustness of its conclusions. Download the Policy Brief Read the Press Release The Potential for Land Use and Housing Reform to Address School Segregation and Educational Opportunity Publication Date February 13, 2024 Authors Genevieve Siegel-Hawley, Virginia Commonwealth University Research Areas Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary Housing, land use, and zoning policies are often siloed in such a way that they are considered and addressed separately from school segregation and students' opportunities to learn. But these policy areas can interact in powerful ways. Professor Genevieve Siegel-Hawley of Virginia Commonwealth University explores how in a new NEPC policy brief, The Potential for Land Use and Housing Reform to Address School Segregation and Educational Opportunity, in which she examines the potential of housing and land use policy reform to address school segregation. Professor Siegel-Hawley describes the key role that has been played by discriminatory land use planning and zoning regulations. These laws contributed to the unequal wealth distribution currently afflicting the nation, and those inequities-as well as those laws themselves-now shape access to an array of public goods, including schools. Neighborhood-based school assignment creates a direct link between segregated housing and segregated schools. More positively, zoning initiatives in recent years have proliferated to roll back the use of land for exclusionary purposes, with important implications for schools. Download the Policy Brief Read the Press Release The Conflict Over Parents' Rights Publication Date January 16, 2024 Authors Vivian Hamilton, William & Mary Law School Research Areas Technology & AI; Equity & Civil Rights; Curriculum & Instruction; Governance & Public Education Publication Type Policy Brief Summary A vocal minority of parents has, over the past couple years, invoked the idea of "parents rights" to demand curricular and policy changes that affect not only their own children, but all children within reach of those changes. These parents have, for example, sought to alter history curricula on slavery and race, to dictate how (and whether) schools teach about sexual orientation and gender identity, to remove books in school library collections, and to set school policies relating to transgender students. Interestingly, the most vocal parents taking part in campaigns for parents’ rights tend to see themselves as standing against the state and its schools, instead of standing inside a democratic community that strives for inclusive participation, informed inquiry, and respectful deliberation among the members of the community. In a new NEPC policy brief, The Conflict Over Parents' Rights, Professor Vivian Hamilton of William & Mary Law School details the politicization of parents’ rights and specific rights and responsibilities of various stakeholders, and she explains how competing rights of parents and schools can be reasonably aligned in practice. Download the Policy Brief Read the Press Release Evaluating Research That Alleges Funding Disparities Between Charter and District Schools Publication Date September 12, 2023 Authors Mark Weber, Rutgers University Research Areas Charter Schools; Governance & Public Education; School Funding Publication Type Policy Brief Summary Over the past decade, pro-charter organizations have published a series of reports claiming that funding disparities put charter schools at a disadvantage compared to public schools run by school districts. However, those conclusions are invariably incorrect due to flawed research methods. In a policy memo released today by NEPC, Evaluating Research That Alleges Funding Disparities Between Charter and District Schools, Mark Weber of Rutgers University and the New Jersey Policy Perspective uses the latest "charter school funding inequity" report to illustrate these fundamental research flaws, thus providing a guide for stakeholders to evaluate the accuracy and transparency of related research. Download the Policy Brief Read the Press Release Section 504 Plans: Examining Inequitable Access and Misuse Publication Date June 8, 2023 Authors Maria M. Lewis, Pennsylvania State University; Raquel Muñiz, Boston College Research Areas Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary In a policy brief released today by NEPC, Section 504 Plans: Examining Inequitable Access and Misuse, Maria M. Lewis of Penn State University and Raquel Muñiz of Boston College present research and emerging trends that should inform policymaking around Section 504. Download the Policy Brief Read the Press Release Review of The Economic Cost of the Pandemic: State by State Publication Date March 7, 2023 Authors Eric A. Hanushek; Clive Belfield, Queens College, City University of New York Research Areas School Funding; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recent Hoover Institution report by Eric Hanushek presents a calculation of the future learning-related economic burden resulting from the COVID-19 pandemic. It projects a large and persistent economic loss by using a set of assumptions about the link between reduced student achievement levels and earnings, but in doing so fails to consider several factors. Download the Policy Brief Read the Press Release Review of The System-Level Effects of Denver's Portfolio District Strategy: Technical Report Publication Date February 7, 2023 Authors Parker Baxter, Anna Nicotera, Erik Fuller, Jakob Panzer, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver claimed that portfolio reforms in the Denver Public Schools led to substantial academic gains for students. As the report’s lead author told the Denver Post, "This study makes clear that the reforms helped students and strengthened the district." A review of the report concludes, however, that claims attributing those gains specifically to the portfolio reforms are not valid. The report analyzes changes in academic performance as measured by test scores and graduation rates versus comparable schools in Colorado over 11 years of the district’s experimenting with the “portfolio” approach to school district management. The portfolio approach includes central-office oversight of different school types (such as charter schools, innovation schools, and district-run schools), with widespread parental choice under a single enrollment system. The model looks to choice, competition, and accountability to drive gains in student performance. Download the Policy Brief Read the Press Release Improving Trauma-Informed Education: Responding to Student Adversity With Equity-Centered, Systemic Support Publication Date November 15, 2022 Authors Stacy Gherardi, New Mexico State University Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Policy Brief Summary Talking about education in the United States without talking about trauma has become increasingly difficult. Today’s youth suffer through challenges on multiple fronts, going far beyond the COVID-19 pandemic and its related social and educational fallout. Children experience trauma because of social conditions such as poverty, homelessness, family separation related to immigration, and increasingly frequent school shootings and community violence. Download the Policy Brief Read the Press Release Review of Equity Elementary: “Diversity, Equity, and Inclusion” Staff in Public Schools Publication Date January 25, 2022 Authors Jay P. Greene and James D. Paul; Edward García Fierros, Villanova University Research Areas Equity & Civil Rights; Governance & Public Education Publication Type Think Twice Summary A recent Heritage Foundation report objects to the increasing number of Chief Diversity Officers (CDOs) emerging on public school districts’ administrative teams, but it appears to be supporting a conservative agenda rather than guiding policy related to student achievement gaps. Download the Policy Brief Read the Press Release Review of Suspended Reality: The Impact of Suspension Policy on Student Safety Publication Date December 7, 2021 Authors Will Flanders and Ameillia Wedward; Kathryn E. Wiley, University of Colorado Boulder; Kate Somerville, University of Colorado Boulder Research Areas Governance & Public Education; Equity & Civil Rights; School Climate & Student Support Publication Type Think Twice Summary A recent Wisconsin Institute for Law & Liberty (WILL) report suggests a relationship between school suspension rates and some students' perceptions of safety in Milwaukee schools. Its conclusion-which was examined in a new review-claims a causal chain that begins with unpunished misconduct in schools and ends with disruptive classroom environments that harm primarily African American students. Download the Policy Brief Read the Press Release Education Freedom and Student Achievement: Is More School Choice Associated with Higher State-Level Performance on the NAEP? Publication Date June 15, 2021 Authors Patrick J. Wolf, Jay P. Greene, Matthew Ladner, and James D. Paul; T. Jameson Brewer, University of North Georgia; Joel Malin, Miami University Research Areas Governance & Public Education; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary A recent brief from the School Choice Demonstration Project at the University of Arkansas is being used by voucher advocates to argue that increasing school choice can spur broad test score improvements. Download the Policy Brief Read the Press Release Youth Engagement in Collective Impact Initiatives: Lessons from Promise Neighborhoods Publication Date March 30, 2021 Authors Jessica Shakesprere, Mica O'Brien, and Eona Harison; Dana Mitra, Penn State University Research Areas Community Schools; Governance & Public Education; General / Needs Review Publication Type Think Twice Summary When youth engage in collective-impact strategies, they have the potential to strengthen the design, implementation, and outcomes of school decision-making. A recent Urban Institute report takes up this important topic, examining what youth engagement initiatives look like within a broader reform structure. It presents a continuum of youth involvement-focused on issues of support, input, and leadership. Download the Policy Brief Read the Press Release Review of Capitalism in the 1619 Project Publication Date March 23, 2021 Authors Samuel Gregg; Seth Rockman, Brown University Research Areas School Funding; Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary Recently, the Heritage Foundation published a report, Capitalism in the 1619 Project, seeking to disqualify the 1619 Project curricular materials as insufficiently celebratory of American capitalism. The report primarily asserts that the 1619 Project overstates slavery’s importance to U.S. economic history. Download the Policy Brief Read the Press Release Review of School Accountability-Past, Present, and Future: Findings and Recommendations for State and District Policymakers Publication Date February 9, 2021 Authors Chester E. Finn, Jr.; Gail L. Sunderman, Maryland Equity Project Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary A recent report from the Hoover Institution's Education Success Initiative argues that state and federal officials should retain what it calls "results-based" accountability systems that use standardized assessments of students followed by consequences for not meeting performance goals. But it does not provide the evidence needed to support that contention. Download the Policy Brief Read the Press Release Review of Religious Charter Schools: Legally Permissible? Constitutionally Required? Publication Date January 26, 2021 Authors Nicole Stelle Garnett; Derek Black, University of South Carolina School of Law Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary The Manhattan Institute recently published a report concluding that the Supreme Court’s 2020 decision in Espinoza v. Montana Department of Revenue requires states to grant charters to religious organizations, including those that intend to deliver an explicitly religious curriculum that teaches religion as truth. Download the Policy Brief Read the Press Release Review of The Third Way: A Guide to Implementing Innovation Schools Publication Date January 21, 2021 Authors Tressa Pankovits, David Osbourne; Carrie Sampson, Arizona State University; Sarah Diem, University of Missouri Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; Technology & AI; School Funding Publication Type Think Twice Summary The Progressive Policy Institute recently published a "how-to" guide for entities such as charter management companies that seek to develop innovation schools in urban communities. Download the Policy Brief Read the Press Release Rethinking 'Innovation Schools': Strengths and Limitations of AutonomyBased School Improvement Plans in Contexts of Widening Racial Inequality Publication Date October 27, 2020 Authors Terrenda White and Anna Noble, University of Colorado Boulder Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Policy Brief Summary School districts around the country have launched new reform strategies that are designed to expand autonomy for public schools. Often called "Innovation Schools," these state- and local-level plans create more autonomous schools, granting school leaders greater amounts of authority over school operations such as curriculum, budgeting, and hiring, while districts continue to manage services related to teacher payroll and benefits. Download the Policy Brief Read the Press Release Review of Are Charter Schools Safer Than District-Run Schools? Evidence from Pennsylvania | Review of Effects of Charter School Competition on District School Budgeting Decisions: Experimental Evidence from Texas Publication Date June 9, 2020 Authors Corey A. DeAngelis | Corey A. DeAngelis and Christian Barnard; Bruce Fuller, University of California, Berkeley Research Areas Charter Schools; School Funding; Governance & Public Education Publication Type Think Twice Summary The first study describes how rates of reported low-incidence student infractions are lower in charters, on average. Analyses that include some statistical controls continue to yield results favorable to charters. The author concludes, “The public charter school sector advantages suggest that increasing access to public charter schools in Pennsylvania could improve school climate outcomes for students.” The second report aims to show that competition from the opening of an imagined nearby charter school can increase principals’ preference for budget autonomy and change how they allocate campus budgets to differing positions and instructional resources. The authors assert that their study offers “experimental evidence” that “anticipated charter school competition has large negative effects on school leaders’ reported spending on certain categories of support staff.” Download the Policy Brief Read the Press Release Review of Comparing Ed Reforms: Assessing the Experimental Research on Nine K-12 Education Reforms Publication Date May 26, 2020 Authors Paul DiPerna; Bruce D. Baker, Rutgers University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; Early Childhood; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice, working with Hanover Research, identifies and reviews studies that use Randomized Control Trials (RCTs) to determine student achievement or educational attainment outcomes of nine broad "education reform" areas. Download the Policy Brief Read the Press Release Investing for “Impact” or Investing for Profit? Social Impact Bonds, Pay for Success, and the Next Wave of Privatization of Social Services Publication Date February 4, 2020 Authors Martin Carnoy, Stanford University; Roxana Marachi, San José State University Research Areas Governance & Public Education; School Choice & Vouchers; School Climate & Student Support; School Funding Publication Type Policy Brief Summary Is there a role for private investors in public social policy? In the past decade, we have seen the rise of new financial structures entering the social services arena, with corresponding legislation now poised to change how social services are delivered and who delivers them. While different programs use different terms—including, for example, Pay for Success or Results-Based Financing—the umbrella term encompassing these new financing models is the "Social Impact Bond" (SIB). Download the Policy Brief Read the Press Release Report on Academic Progress Is a Worthwhile Conversation Starter Publication Date November 26, 2019 Authors Michael J. Petrilli; Jaekyung Lee, University at Buffalo, SUNY Research Areas Assessment & Accountability; Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary The Fordham Institute recently released a report highlighting the academic progress of Black and Hispanic groups over the past two decades at the elementary school level on the NAEP exam. From this, the report offers the major claim, based on its author’s eyeball test, that the academic progress of students of color is attributable “mostly” to poverty reduction. The report, however, also acknowledges that correlation is not causation and calls for systematic statistical analysis to test the author’s proposition. Download the Policy Brief Read the Press Release Report Advocates Privatizing Schools Overseas, but Without Convincing Evidence Publication Date October 31, 2019 Authors Katelyn Donnelly, Arvind Nagarajan, and Ross Lescano Lipstein; Frank Adamson, California State University, Sacramento Research Areas Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A new report, Beyond the Mirage: How Pragmatic Stewardship Could Transform Learning Outcomes in International Education Systems, prescribes a shift in the leadership role of education ministers - from providers and guarantors of education to pragmatic stewards of education systems. Focusing on the organization of education sectors in the Global South, the report contends that this shift from "provider" to "steward" will address the need for higher quality education, rather than simply providing access to education. The "pragmatic stewardship" advocated in the report involves strategies that increasingly incorporate private actors. Accordingly, the report draws on four case studies of different types of private-sector involvement in education as examples of a recommended broader shift by education ministers. Download the Policy Brief Read the Press Release Despite Serious Problems and a Lack of Research Support, Virtual Schools Continue to Spread as Policymakers Remain AWOL Publication Date May 29, 2019 Authors Alex Molnar, Series Editor University of Colorado, Boulder Research Areas Governance & Public Education; Technology & AI Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Multiple Shortcomings Mar Report Ranking Michigan High Schools Publication Date April 30, 2019 Authors Faith Boninger, Alex Molnar, and Christopher M. Saldaña, of the University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release The Michigan Context and Performance Report Card: High Schools 2018 Publication Date April 18, 2019 Authors Ben DeGrow and Ronald Klinger; John T. Yun of Michigan State University Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from Mackinac Center for Public Policy seeks to measure and publicize high school performance by ranking schools according to their test scores after attempting controlling for students’ “economic status.” Download the Policy Brief Read the Press Release Education System Alignment for 21st Century Skills: Focus on Assessment Publication Date April 2, 2019 Authors Lorrie Shepard, of the University of Colorado Boulder Research Areas Governance & Public Education; Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary A report from the Brookings Institution uses international examples to make the case for the importance of “21st century skills” as goals for education systems. It focuses specifically on the development of new assessment methods as a primary means to help countries integrate these 21st century skills – such as critical thinking, problem solving, collaboration, and communication – into curricular reforms. Download the Policy Brief Read the Press Release The Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down—and How to Fix It Publication Date January 24, 2019 Authors Amanda Datnow of the University of California, San Diego Research Areas Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary A recent report from TNTP, formerly The New Teacher Project, aims to expose what it labels the “opportunity myth” in American education: that while schools purport to prepare students well, they don’t deliver. Download the Policy Brief Read the Press Release Our Next Assignment: Where Americans Stand on Public K-12 Education: A Review of Recent Opinion Research Publication Date January 15, 2019 Authors Rebecca Silliman and David Schleifer; Gustavo E. Fischman, Arizona State University Kevin Winn, Arizona State University Research Areas Governance & Public Education Publication Type Think Twice Summary A recent report from Public Agenda compiled public opinion surveys to show where the American public stands on education issues. The report notes the importance of gauging current public understandings about education, particularly given three major policy changes in the past 10 years: Race to the Top, the Common Core State Standards, and the Every Student Succeeds Act. Download the Policy Brief Read the Press Release Everything You Know About State Education Rankings Is Wrong/Fixing the Currently Biased State K-12 Education Rankings Publication Date November 27, 2018 Authors Stan J. Liebowitz and Matthew L. Kelly; Bruce D. Baker, Rutgers University Research Areas Governance & Public Education; School Funding; Assessment & Accountability Publication Type Think Twice Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Unlocking Potential: How Political Skill Can Maximize Superintendent Effectiveness Publication Date March 6, 2018 Authors Paul Hill and Ashley Jochim; William J. Mathis, University of Colorado Boulder Research Areas Governance & Public Education Publication Type Think Twice Summary A recent report from the Center on Reinventing Public Education (CRPE) sought to provide an overview on how school district superintendents could be more effective at influencing others, harnessing the political power of the position, and exercising real power to accomplish agendas. The report attempts to describe the work of a superintendent as a series of interactions with internal groups (working in a school district) and external stakeholders (business and foundation leaders, and policymakers). Download the Policy Brief Read the Press Release Student-Centered State Funding: A How-to Guide for State Policymakers Publication Date January 9, 2018 Authors Bruce D. Baker, Rutgers University Research Areas Governance & Public Education; Teacher Workforce; School Funding Publication Type Think Twice Summary A report from Jeb Bush’s Foundation for Excellence in Education (ExcelinEd) attempted to illustrate and explain how state policymakers could design fairer and more transparent state funding systems where monies ‘follow the child’ through parental choice. The school finance systems promoted in the report allow for all state and local tax dollars to flow freely to local district, charter, or private and religious schools. The central premise of the report is: “that adopting ‘student-centered’ funding to enable parental choice of schools necessarily leads to a fairer and more transparent system for financing children’s schooling.” Download the Policy Brief Read the Press Release Community Schools: An Evidence-Based Strategy for Equitable School Improvement Publication Date June 5, 2017 Authors Jeannie Oakes, National Education Policy Center and the Learning Policy Institute; Anna Maier, LPI; and Julia Daniel, NEPC. Research Areas Assessment & Accountability; Community Schools; Governance & Public Education Publication Type Policy Brief Summary A new policy brief, co-produced by the National Education Policy Center (NEPC) and the Learning Policy Institute (LPI), explores the research on community schools. Community schools represent a partnership and school improvement strategy to integrate resources provided by community agencies and local government for improved student learning, stronger families, and healthier communities. According to the authors, community schools are strongly supported by research, and can be a particularly important strategy for transforming high-poverty schools. Further research on community schools and the conditions required for successful implementation is needed. Download the Policy Brief Read the Press Release School Closure as a Strategy to Remedy Low Performance Publication Date May 18, 2017 Authors Gail L. Sunderman, University of Maryland; Erin Coghlan, University of California Berkeley; and Rick Mintrop, University of California Berkeley. Research Areas General / Needs Review; Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary Closing a “low-performing” school and sending students to a “better-performing” one has been offered as a school improvement strategy, which the logic suggests will motivate schools to improve. A new policy brief released today investigates whether closing schools is an option that policymakers should pursue. According to the brief, the limited evidence base suggests that school closures are not a promising strategy for remedying low performance. The authors write, “School closures have at best weak and decidedly mixed benefits; at worst they have detrimental repercussions for students if districts do not ensure that seats at higher-performing schools are available for transfer students.” Download the Policy Brief Read the Press Release Reimagining Learning: A Big Bet on the Future of American Education Publication Date March 7, 2017 Authors Stacey Childress and Meghan Amrofell; Jeffrey W. Snyder, Cleveland State University Research Areas Governance & Public Education; Technology & AI Publication Type Think Twice Summary A recent report from the NewSchools Venture Fund offered a thought experiment on how philanthropists can help accelerate efforts to reimagine school. It suggested that philanthropic investment should make a “big bet” on innovative models. It called for a total investment of $4 billion over 10 years through three key areas: (1) creating new schools and redesigning existing ones; (2) supporting targeted technology innovation; and (3) launching a campaign to foster understanding and demand for innovative education models. Download the Policy Brief Read the Press Release Measures of Last Resort: Assessing Strategies for State-Initiated Turnarounds Publication Date February 14, 2017 Authors Ashley Jochim; Betty Malen and Jennifer King Rice, University of Maryland Research Areas Governance & Public Education Publication Type Think Twice Summary A recent report from the Center on Reinventing Public Education (CRPE) attempted to provide evidence for states seeking to better support state-initiated turnaround strategies. The report sought to identify effective mechanisms states can use to improve school performance. It provides a broad-brush profile of the various forms of state initiated turnarounds. Download the Policy Brief Read the Press Release Better Evidence, Better Choices, Better Schools: State Supports for Evidence-Based School Improvement Publication Date January 12, 2017 Authors Steve Fleischman, Caitlin Scott, and Scott Sargrad; Terri S. Wilson, University of Colorado Boulder Research Areas Governance & Public Education Publication Type Think Twice Summary The Center for American Progress (CAP) and Knowledge Alliance released a report on the evidence-based provisions of the Every Student Succeeds Act (ESSA). The report called for a shift away from federal mandates toward greater state and local autonomy. It sought to provide guidance for school districts seeking to make decisions based on evidence to improve their lowest performing schools. And lastly, the report offered eight key recommendations for implementing evidence-based strategies. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Regulating Charter Schools Publication Date August 23, 2016 Authors William J. Mathis, University of Colorado Boulder Research Areas Charter Schools; Governance & Public Education Publication Type Policy Brief Summary As part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues, William J. Mathis examines charter school accountability. Mathis finds that despite the premise of market-based accountability, charter schools are not sufficiently being held accountable or regulated. Download the Policy Brief Read the Press Release Review of A 21st Century School System in the Mile-High City Publication Date July 26, 2016 Authors David Osborne; Terrenda White, University of Colorado Boulder Research Areas Governance & Public Education; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Progressive Policy Institute advocated for expanded use of the “portfolio model” of school governance. The report drew on contemporary reforms adopted by the Denver Public Schools. It claimed that reforms enacted by the Denver Public Schools (viz., portfolio model, school closings, and charter expansion) positively impacted student test scores. The goal was to highlight Denver as a success story that should be copied elsewhere. Download the Policy Brief Read the Press Release Measuring School Turnaround Success Publication Date July 20, 2016 Authors Cassie Lutterloh, Jeanette P. Cornier, & Bryan C. Hassel; Tina Trujillo, University of California Berkeley; and Marialena Rivera, Texas State University Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary A report produced by Public Impact for WestEd’s Center on School Turnaround asserted that because there is a lack of a shared definition of school turnaround success for states and districts, it is difficult for school districts to learn from one another. The report claimed to provide a model for defining school turnaround success. The report bases its model framework for determining turnaround success on three school-level measures: (1) proficiency in reading and math on state assessments; (2) growth in reading and math on state assessments; and (3) graduate rate (for high schools). Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – The Effectiveness of Class Size Reduction Publication Date June 21, 2016 Authors William J. Mathis, University of Colorado Boulder Research Areas Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary In The Effectiveness of Class Size Reduction, William J. Mathis, University of Colorado Boulder, addresses why class size matters. According to Mathis, smaller class sizes improve student outcomes, especially for low-income and minority children. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Does Money Matter? Publication Date June 16, 2016 Authors William J. Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Policy Brief Summary In Does Money Matter?, William J. Mathis, University of Colorado Boulder, discusses why money matters in education. He concludes that despite claims to the contrary, adequate and equitable funding is necessary for schools to improve their performance – especially schools serving children living in poverty. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – The Purpose of Education: Truing the Balance Wheel Publication Date June 2, 2016 Authors William J. Mathis, University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability; Equity & Civil Rights Publication Type Policy Brief Summary In The Purpose of Education: Truing the Balance Wheel, William J. Mathis, University of Colorado Boulder, discusses what it would take for Horace Mann’s ideal of education as the “great equalizer of the conditions of men” to become a reality. Mann proclaimed that education was the bedrock of democracy and that it had the potential to serve as a “balance wheel of social machinery.” Mathis recommends that in order to true the balance wheel (as Mann desired), both in-school and out-of-school factors need to be addressed. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Housing Policy Publication Date May 24, 2016 Authors Kevin G. Welner and William J. Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Policy Brief Summary Because educational opportunities and life chances are inextricably tied to family wealth and housing advantages, Kevin Welner and William Mathis call for a comprehensive, cohesive approach to address societal inequities. In Housing Policy, the authors recommend that multiple approaches can and should be implemented as a united set of mutually supportive initiatives. In their recommendations, the authors suggest that housing integration policies that address housing supply and affordability can be beneficial. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking - Reading Qualitative Educational Policy Research Publication Date May 4, 2016 Authors William J. Mathis, University of Colorado Boulder Research Areas Governance & Public Education Publication Type Policy Brief Summary According to William J. Mathis, managing director of the National Education Policy Center, both quantitative and qualitative research methods have the ability to inform policymaking. In particular, qualitative research can fill in gaps in our understanding that quantitative methods cannot capture. Mathis says, “Regardless of the research method used, readers should insist on high-quality work.” This short, concise policy brief provides questions that readers can look for of quality qualitative research. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Five Simple Steps to Reading Policy Research Publication Date April 28, 2016 Authors Holly Yettick, Education Week Research Center Research Areas Governance & Public Education; Curriculum & Instruction Publication Type Policy Brief Summary As part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues, Holly Yettick, Ph.D., director of the Education Week Research Center, provides a single-page brief to identify tips for recognizing higher-quality research studies and making better use of education policy research. Download the Policy Brief Read the Press Release Marshall Jean, University of Chicago Publication Date April 18, 2016 Authors Rosa Pazhouh, Robin Lake, Larry Miller; Gary Miron, Western Michigan University Research Areas Governance & Public Education; Technology & AI Publication Type Think Twice Summary A study from the Center for Reinventing Public Education (CRPE), an organization that often advocates for charter schools, attempted to provide an in-depth analysis of policy features across the states that allow for online charter schools. The report concluded that online charter schools should use a separate regulatory framework than brick-and-mortar charter schools. The report is part of a series of three, which were sponsored by the Walton Foundation. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Do Choice Policies Segregate Schools? Publication Date March 31, 2016 Authors William Mathis and Kevin Welner, University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability; Equity & Civil Rights; School Choice & Vouchers Publication Type Policy Brief Summary Despite advocates advancing the notion that integration can be promoted by increased school choice, a new brief considers the research evidence of those policies. The concise brief concludes that while choice policies may be designed and implemented in ways intended to advance integration; the result has been increased stratification. The National Education Policy Center published the brief with funding from the Great Lakes Center for Education Research and Practice. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – The 'Portfolio' Approach to School District Governance Publication Date March 29, 2016 Authors William Mathis and Kevin Welner, University of Colorado Boulder Research Areas Governance & Public Education Publication Type Policy Brief Summary A new concise policy brief considers the research evidence of “portfolio” districts. According to the brief, the approach shifts decision-making away from local school district leaders. Despite concerns, the approach is now being used in several large urban districts across the country. The authors find that changing the governance structure creates a “false promise” for communities and could distract from larger efforts to address societal inequities. Download the Policy Brief Read the Press Release SchoolGrades.org Publication Date March 10, 2016 Authors Jacob L. Vigdor and Josh B. McGee; Jaime L. Del Razo, Annenberg Institute for School Reform & Brown University Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary The Manhattan Institute for Policy Research launched a website, SchoolGrades.org, which aimed to provide a means to compare how well America’s schools prepare students in core subjects. The website attempts to evaluate and assign letter grades to schools using reading and math test scores. The website claims that the school grades found on the site allow parents to compare local schools against schools in other countries using a four-step process. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Reversing the Deprofessionalization of Teaching Publication Date December 8, 2015 Authors William Mathis and Kevin Welner, University of Colorado Boulder Research Areas Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary As part of a series of briefs being released by the National Education Policy Center with funding from the Great Lakes Center for Education Research and Practice, William J. Mathis and Kevin Welner, University of Colorado Boulder, discuss three forces impacting teachers: (a) alternative (fast-track or no-track) teacher preparation and licensure; (b) teacher evaluation approaches that are largely focused on students’ test scores; and (c) scripted, narrow curriculum that can be constricting and demoralizing for high-quality teachers. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking - School Accountability, Multiple Measures and Inspectorates in a Post-NCLB World Publication Date October 25, 2015 Authors William Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Policy Brief Summary First brief in a series of concise publications considers alternative accountability approaches: As a part of a new series of briefs being released beginning today by the National Education Policy Center with funding from the Great Lakes Center for Education Research and Practice, William J. Mathis, University of Colorado Boulder, discusses the efficacy of three types of school evaluation approaches: (1) test based accountability; (2) multiple measures; and (3) school self-evaluations plus inspectorates. Download the Policy Brief Read the Press Release Ten Years in New Orleans: Public School Resurgence and the Path Ahead Publication Date October 21, 2015 Authors Christen Holly, Tim Field, Juli Kim, Bryan C. Hassel, Maggie Runyan-Shefa, Michael Stone, and Davis Zaunbrecher; Adrienne D. Dixson, University of Illinois at Urbana-Champaign Research Areas Governance & Public Education Publication Type Think Twice Summary A report published by Public Impact and New Schools for New Orleans attempted to review 10 years of education reforms in post-Katrina New Orleans, and the creation of a “portfolio model.” The report argued that the reform experiment has been an unquestioned success, and other cities should duplicate efforts. Overall, the report lays out a grand vision for the future of public education in New Orleans, which was described by the authors as “America’s first great urban public school system.” It is organized into six themes: governance, schools, talent, equity, community, and funders. Download the Policy Brief Read the Press Release Increasing Education: What it Will and Will Not Do for Earnings and Earnings Inequality Publication Date May 18, 2015 Authors Brad Hershbein, Melissa S. Kearney, and Lawrence H. Summers; Marvin Lazerson, Central European University and University of Pennsylvania; and Ryan Pfleger, University of Colorado Boulder Research Areas Technology & AI; Governance & Public Education; General / Needs Review Publication Type Think Twice Summary A recent report from the Hamilton Project sought to study how public investment in education will further long-term prosperity, economic growth, and individual economic security. The inquiry focused on whether or not a bachelor’s degree or higher education would increase economic prosperity and reduce economic inequality. Download the Policy Brief Read the Press Release Dramatic Action, Dramatic Improvement: the Research on School Turnaround Publication Date May 11, 2015 Authors The Center for American Progress (CAP) recently released a report advocating for implementation of evidence-based best practices for turning around low-performing schools through the federal School Im; Tina Trujillo, University of California Berkeley Research Areas Governance & Public Education Publication Type Think Twice Summary The Center for American Progress (CAP) recently released a report advocating for implementation of evidence-based best practices for turning around low-performing schools through the federal School Improvement Grant (SIG) program. It concluded that five dramatic actions are necessary to bring about dramatic school improvement. An academic review finds the rationale for its assertions to be narrow, incoherent, and misleading. Download the Policy Brief Read the Press Release Measuring and Understanding Education Advocacy Publication Date April 16, 2015 Authors Grover J. “Russ” Whitehurst, David Stuit, Claire Graves, and Lauren Shaw; Robin Rogers, Queens College, CUNY Sara Goldrick-Rab, University of Wisconsin-Madison Research Areas Governance & Public Education Publication Type Think Twice Summary The report looked at the causal influence of organizations for and against education reform in Louisiana, Tennessee, and North Carolina. According to the report, findings indicated that coordination of advocacy groups strengthens their impact on the introduction of policy into the legislative arena, content of legislation, and the votes of members of the legislature. The report also found that the groups’ perceived influence closely tracked outcomes. The report utilized two methodological innovations to measure the impact of advocacy groups on education reform policy: (1) Surveys with Placebo (SwP); and (2) Critical Path Analysis (CPA). Download the Policy Brief Read the Press Release Why School Report Cards Merit a Failing Grade Publication Date January 26, 2015 Authors Kenneth R. Howe and Kevin Murray, University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Better Data, Better Decisions: Informing School Choosers to Improve Education Markets and A Crisis We Can Solve: Connecticut’s Failing Schools and Their Impact Publication Date January 5, 2015 Authors John Valant; Erin McNamara Horvat, Temple University; and David Everington Baugh, Bensalem Township School District, Pennsylvania Research Areas Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary This report, published by AEI, asserts that choice is seen as a mechanism, and at times a panacea, for better educational quality. The report provides an overview of what families want from schools, where they get information on schools, and how they use information to make decisions. The report concludes that informed choice and the power of the market will produce better educational outcomes. The ConnCAN report makes a case that there is a desperate need to improve school quality in Connecticut’s neediest neighborhoods and promotes charter schools as the best and perhaps only method for increasing the number of high-quality educational seats in Connecticut. Download the Policy Brief Read the Press Release The Efficiency Index Publication Date September 23, 2014 Authors Peter Dolton, Oliver Marcenaro-Gutierrez, and Adam Still; Clive Belfield, Queens College, City University of New York Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary This report, supported by the Organisation for Economic Co-Operation and Development (OECD), measured efficiency based on test scores, and resource use analyzed in terms of teachers wages and pupil-teacher ratios. It looked at costs for teachers and educational outcomes, and did not consider socioeconomic differences. Download the Policy Brief Read the Press Release The State Education Agency: At the Helm, Not the Oar Publication Date June 7, 2014 Authors Andrew Smarick & Juliet Squire; Peter W. Cookson, Jr., Georgetown University Research Areas Governance & Public Education Publication Type Think Twice Summary An academic review finds the report is well written, but reveals that the findings and recommendations are not based on original research. In his review, Peter W. Cookson, Jr. found the report fails to support its findings or recommendations with the in-depth research needed to support the sweeping claims in the report. "There is no real substantiation of their claims about the failings of SEAs or the efficacy of their solutions; it relies on the preponderance of secondary evidence as the authors' have collected it." Cookson further states: "The methods used in this report are more akin to advocacy journalism than scholarship." Download the Policy Brief Read the Press Release New York City's Children First: Lessons in School Reform Publication Date June 3, 2014 Authors Maureen Kelleher; Randal Reback, Barnard College Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; Teacher Workforce Publication Type Think Twice Summary A recent report from the Center for American Progress summarizes and evaluates the public education reforms during the Bloomberg mayoral era in NYC. The report suggests that positive change resulted from the Children First reforms and makes several policy recommendations. The report describes four aspects of reform during the Bloomberg era, and makes recommendations for NYC and other urban districts. It focuses on top-down school reforms from the mayor's office, rather than on instructional changes inside classrooms. Download the Policy Brief Read the Press Release The Effect of Co-locations on Student Achievement in NYC Public Schools Publication Date April 15, 2014 Authors Marcus A. Winters; Tina Trujillo and Marialena Rivera, UC-Berkeley Research Areas Charter Schools; Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary The report from the Manhattan Institute investigated the effect of colocations of charter schools and traditional public schools on a narrow range of standardized test scores. It focused on students' test scores and looked at fourth through eighth grade ELA and math standardized assessment gains. Colocation was not found to have a significant impact on students' test scores. Download the Policy Brief Read the Press Release Review of The Economic Benefits of New York City’s Public School Reforms, 2002-2013 Publication Date March 31, 2014 Authors Robert J. Shapiro, Sonecon, Inc. & Kevin A. Hassett, American Enterprise Institute (AEI); Sean P. Corcoran, New York University Research Areas Governance & Public Education; School Funding Publication Type Think Twice Summary An estimated $74 billion impact was attributed to the reforms (based on earnings of students who graduated under the reforms – who might not have otherwise – and on property values). The report assumes that higher graduation rates and charter school availability increased residential property values in the city. Download the Policy Brief Read the Press Release A Legal Lever for Enhancing Productivity Publication Date February 27, 2014 Authors Elizabeth Ettema, Krishanu Sengupta, and Sandy Kress; Clive Belfield, Queens College, City University of New York Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary This report examines the extent to which the Texas education system is efficient. Using a five-factor definition of efficiency, the authors argue that in key areas – teacher training, teacher evaluation, teacher pay-setting, and use of instructional materials – the Texas education system is unlikely to be efficient or cannot demonstrate efficiency. Download the Policy Brief Read the Press Release Model Legislative Language for Comprehensive Assessment and Accountability Publication Date October 22, 2013 Authors Andy Hargreaves, Boston College Henry Braun, Boston College Research Areas Assessment & Accountability; Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary In a report released today, Andy Hargreaves and Henry Braun of Boston College describe how data-driven accountability initiatives have created “perverse” incentives for educators. The legislative brief highlights the flawed use of DDIA in much, though not all, of the U.S. education system. To restore focus on improvement, schools should consider systematic reforms that capture the full range of learning and assess educational values holistically, instead of relying on narrow metrics to define success that punish teachers and students. The brief includes twelve recommendations for establishing more effective systems and processes of Data-Driven or Evidence-Informed Improvement and Accountability. Model legislation by attorney Kathy Gebhardt accompanies Data-Driven Improvement and Accountability. Download the Policy Brief Read the Press Release Data-driven Improvement and Accountability Publication Date October 22, 2013 Authors ndy Hargreaves, Boston College Henry Braun, Boston College Research Areas Governance & Public Education Publication Type Policy Brief Summary In a report released today, Andy Hargreaves and Henry Braun of Boston College describe how data-driven accountability initiatives have created “perverse” incentives for educators. The legislative brief highlights the flawed use of DDIA in much, though not all, of the U.S. education system. To restore focus on improvement, schools should consider systematic reforms that capture the full range of learning and assess educational values holistically, instead of relying on narrow metrics to define success that punish teachers and students. The brief includes twelve recommendations for establishing more effective systems and processes of Data-Driven or Evidence-Informed Improvement and Accountability. Model legislation by attorney Kathy Gebhardt accompanies Data-Driven Improvement and Accountability. Download the Policy Brief Read the Press Release “Building the Possible: The Achievement School District’s Presentation in Milwaukee” & “The Recovery School District’s Presentation in Milwaukee” Publication Date October 8, 2013 Authors Elliot Smalley, Chief of Staff for Achievement School District Patrick Dobard, Superintendent of the Recovery School District; Elizabeth DeBray, University of Georgia Huriya Jabbar, University of California Berkeley Research Areas Governance & Public Education Publication Type Think Twice Summary Portfolio districts, such as the Recovery School District (RSD) and the Achievement School District (ASD), remove schools from the governance of locally elected school boards and superintendents and place them into districts that answer to a state authority. The presenters aimed to encourage other districts to adopt such governance structures although no rigorous research has yet examined their effectiveness. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking Publication Date June 13, 2013 Authors William Mathis, University of Colorado-Boulder Research Areas Governance & Public Education Publication Type Policy Brief Summary The research behind such "hot button" educational issues as Common Core State Standards, teacher evaluations, ability grouping and LGBT safety in schools is examined in a compendium of ten short briefs written by Dr. William Mathis of the University of Colorado Boulder. Each section focuses on a different issue, and its recommendations to policymakers are based on the latest scholarship Download the Policy Brief Read the Press Release Middle Class or Middle of the Pack: What can we learn when benchmarking U.S. schools against the world’s best Publication Date June 4, 2013 Authors Martin Carnoy, Stanford University Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary America Achieves report calls for additional international testing. The authors of the report consider recent PISA results a "wake up call to America’s middle class" and contend in response that U.S. high schools should start taking part in a new international test that is to compare the academic knowledge and skills of 15-year-olds- around the world. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking — Moving Beyond Tracking Publication Date May 30, 2013 Authors William Mathis, University of Colorado-Boulder Research Areas Assessment & Accountability; Governance & Public Education; Curriculum & Instruction Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current relevant findings in education policy research. Despite incontrovertible evidence demonstrating the harms of ability grouping, resistance to the elimination of tracking in schools remains strong. The latest in a series of two- and three-page briefs summarizing current relevant findings in education policy research reviews the evidence for and against “tracking” students through school – that is, assigning students to particular classes, curricula and courses of study by their perceived ability. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking - Twenty-first-Century Skills and Implications for Education Publication Date May 14, 2013 Authors William Mathis, University of Colorado-Boulder Research Areas Governance & Public Education Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current relevant findings in education policy research explores the idea of “21st Century skills.” The brief explains the sometimes-conflicting values and proposals for making schools relevant to meeting the needs of the 21st Century. This short brief is part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Download the Policy Brief Read the Press Release Report Card on American Education: Ranking State K-12 Performance, Progress, and Reform (18th edition) Publication Date May 9, 2013 Authors Christopher Lubienski, University of Illinois T. Jameson Brewer, University of Illinois Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary The 18th edition of the American Legislative Exchange Council’s (ALEC) Report Card draws on ratings from market-orientated advocacy groups to grade states in areas such as allowances for charter schools, availability of vouchers, and permissiveness for homeschoolers. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence Publication Date May 2, 2013 Authors Alex Molnar, University of Colorado Boulder (editor) Gary Miron, Western Michigan University Luis Huerta, Teachers College, Columbia University Jennifer King Rice, University of Maryland Larry Cuban, Research Areas Governance & Public Education; Technology & AI Publication Type Policy Brief Summary Major virtual schools report uncovers underperforming schools: In the last decade, virtual schools have expanded rapidly although there is little data to support their growth. The National Education Policy Center (NEPC), with funding from the Great Lakes Center for Education Research and Practice, released the first of a planned series of annual reports on the performance of virtual schools, the policy issues that virtual schools raise, and the available research evidence on virtual education. Authors urge policymakers to slow or stop the growth of these schools until more research is done and accountability measures can be put into place. Download the Policy Brief Read the Press Release Mayoral Governance and Student Achievement: How Mayor-Led Districts are Improving School and Student Performance Publication Date April 23, 2013 Authors Katrina E. Bulkley, Montclair State University Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for American Progress claims that mayor-led districts may use resources more strategically and that mayor-controlled districts have seen increases in student achievement. The report also states that moving to a mayoral-controlled district can also help spur innovation and advancement. Download the Policy Brief Read the Press Release Does Sorting Students Improve Scores? An Analysis of Class Composition Publication Date April 2, 2013 Authors Dr. Carol Corbett Burris, South Side High School Katherine Allison, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary Despite the vast majority of research into tracking or ability grouping of students, a recently released report from the National Bureau of Economic Research (NBER) purports that sorting students by ability improves outcomes for low-achieving and high-achieving students alike. Download the Policy Brief Read the Press Release What Does It Take to Scale Up Innovations? An Examination of Teach For America, Harlem Children’s Zone, and the Knowledge is Power Program Publication Date March 14, 2013 Authors Ben Levin, University of Toronto Research Areas Charter Schools; Governance & Public Education; General / Needs Review Publication Type Policy Brief Summary What Does It Take to Scale Up Innovations? A new brief investigates whether innovations are scalable and able to make a difference widely, using three commonly proposed innovations as examples. Ben Levin, University of Toronto, analyzes Teach For America (TFA), KIPP (Knowledge is Power Program), and the Harlem Children’s Zone (HCZ), which has already spawned the U.S. Department of Education’s Promise Neighborhoods program. Levin determined that there are barriers and opportunities to the scalability of these programs. The brief cautions policymakers to avoid the temptation of proclaiming small-scale innovative programs as solutions to large-scale problems in education. Download the Policy Brief Read the Press Release Estimating the effect of leaders on public sector productivity: The case for school principals AND “School Leaders Matter” Publication Date March 5, 2013 Authors Margaret Terry Orr, Bank Street College of Education Research Areas Governance & Public Education Publication Type Think Twice Summary This report attempted to estimate how much “high” and “low” effective principals affect student achievement. The study also explored patterns of change in the composition of schools’ teaching staffs, as well as the movement of principal talent across schools. Download the Policy Brief Read the Press Release State Policy Report Card Publication Date February 20, 2013 Authors Sherman Dorn, University of South Florida Ken Libby, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary This report assigned letter grades to states based on its preferred policies regarding school choice, defined contribution pension programs, private vouchers, test-based accountability and centralized control of public schools. Download the Policy Brief Read the Press Release Democracy Left Behind: How Recent Education Reforms Undermine Local School Governance and Democratic Education Publication Date October 16, 2012 Authors Kenneth Howe, University of Colorado-Boulder David Meens, University of Colorado- Boulder Research Areas Governance & Public Education Publication Type Policy Brief Summary Kenneth Howe and David Meens, of the University of Colorado at Boulder, examine the suppression of local control by policymakers and what it means for our democracy. A new report presents a comprehensive review of research on two key elements—democratic policymaking and democratic education. The evidence surveyed in this report suggests that contemporary reforms “run afoul of democratic principles in several critical ways.” Download the Policy Brief Read the Press Release Democratic School Turnarounds: Pursuing Equity and Learning from Evidence Publication Date October 1, 2012 Authors Legislative Brief: Tina Trujillo, Michelle Renée Model Legislation: Tara Kini Research Areas Governance & Public Education Publication Type Policy Brief Summary School Improvement Grant program in need of reform. A new brief by Tina Truillo of the University of California at Berkeley and Michelle Renée of the Annenberg Institute for School Reform at Brown University finds that standardized test scores are not a reliable measure for student growth and are even more problematic as a measure of whether a turnaround was successful or not, because test scores ignore social, civic and broader academic aspects of schooling. Model legislation accompanies this brief to create state-level school improvements that foster equitable, democratic, and sustainable school turnarounds in priority schools. Download the Policy Brief Read the Press Release Parent Power: Grass-Roots Activism and K-12 Education Reform Publication Date September 6, 2012 Authors Michelle Fine, CUNY Stan Karp, Education Law Center Research Areas Governance & Public Education; General / Needs Review Publication Type Think Twice Summary This report reviews a narrow selection of education reform advocacy organizations (ERAOs), which seek to organize parents around market-based school reforms. Download the Policy Brief Read the Press Release The Louisiana Recovery School District: Lessons for the Buckeye State Publication Date March 20, 2012 Authors Kristen Buras, Georgia State University Research Areas Governance & Public Education Publication Type Think Twice Summary This report claims that the charter school-driven Recovery School District in New Orleans can be replicated in other urban centers. Download the Policy Brief Read the Press Release sign up for emails Get the latest K-12 education policy research delivered straight to your inbox!

Assessment & Accountability Sifting Through the Mississippi Evidence Publication Date July 14, 2026 Authors Gregory Camilli, Professor Emeritus at Rutgers University Research Areas Assessment & Accountability; Early Childhood; Curriculum & Instruction Publication Type Think Twice Summary New review uses Progressive Policy Institute report as starting point to try to better understand the impact of literacy reforms and other factors that may have influenced the state's NAEP fourth-grade reading scores. Download the Policy Brief Read the Press Release Review of Beyond Race: What Really Drives Wisconsin's Achievement Gap Publication Date May 12, 2026 Authors Will Flanders; Jaekyung Lee, University at Buffalo Research Areas Equity & Civil Rights; Assessment & Accountability; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law and Liberty (WILL) highlights stark achievement gaps between White and Black students in Wisconsin, particularly in elementary-level English language arts and reading. While the report deserves credit for bringing attention to this important issue, its analysis is incomplete and misleading. Download the Policy Brief Read the Press Release The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment Publication Date March 3, 2026 Authors Huriya Jabbar, Huriya Jabbar and Daniel Espinoza of the University of Southern California; Daniel Espinoza, University of Southern California Research Areas Equity & Civil Rights; School Funding; Assessment & Accountability; School Choice & Vouchers Publication Type Policy Brief Summary Critiques of public education have intensified in recent years. While public schools do indeed have real areas in need of growth and improvement, many of today’s attacks are generated and amplified by organizations seeking to manufacture crises. These narratives often ignore counterevidence, and they use deceptive language to portray the system as broadly failing, even hopeless. To examine these destructive critiques, Huriya Jabbar and Daniel Espinoza of the University of Southern California authored a policy brief, The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment, released today by NEPC. The brief identifies five core narratives used to portray a failing education system: claims of underachievement, inefficiency, inequality, lack of school choice, and indoctrination. Download the Policy Brief Read the Press Release Review of Outmatched: Special Education Can't Solve Problems Rooted in the Education Delivery System Publication Date January 22, 2026 Authors Ashley Jochim and Alexander Kurz; Federico Waitoller, University of Illinois Chicago Research Areas Governance & Public Education; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary While special education in the United States has advanced civil rights and educational equity, persistent concerns about inequity, labeling, and segregation remain. A recent Center on Reinventing Public Education (CRPE) report proposes a dramatic restructuring of special education, arguing that rising identification rates and persistent achievement gaps stem from a general education system built for uniformity rather than diversity. Download the Policy Brief Read the Press Release Review of A State-Level Perspective on School Spending and Educational Outcomes Publication Date December 11, 2025 Authors Sarah Reber and Gabriela Goodman; Mark Weber, Rutgers University Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A large and growing body of high-quality research shows that increased school funding positively affects student outcomes. Yet, as compared to the effect of school funding reported in an authoritative meta-analysis, a new Brookings Institution report examining this relationship finds a much smaller (although still positive) effect. Download the Policy Brief Read the Press Release Review of Let's Get Ready! Educating All Americans for Success Publication Date October 14, 2025 Authors Ryan Pfleger Research Areas Assessment & Accountability; Curriculum & Instruction; School Funding; General / Needs Review; School Choice & Vouchers Publication Type Think Twice Summary In late July, the National Governors Association released a report urging states to transform schools into stronger drivers of economic competitiveness. The report recommends that governors build public dashboards to track outcomes, align schools with workforce needs, and evaluate programs based on graduates' earnings potential. Download the Policy Brief Read the Press Release Fit for Purpose? How Today’s Commercial Digital Platforms Subvert Key Goals of Public Education Publication Date September 25, 2025 Authors Faith Boninger, University of Colorado Boulder; T. Philip Nichols, Baylor University Research Areas Technology & AI; Equity & Civil Rights; Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary A new policy brief, Fit for Purpose? How Today's Commercial Digital Platforms Subvert Key Goals of Public Education, by Faith Boninger of the University of Colorado Boulder and T. Philip Nichols of Baylor University, reviews research examining key pedagogical, logistical, and ethical implications of ed tech platforms for schools. The brief's analysis of these implications leads to recommendations for teachers, school leaders, and policymakers on how to govern its use. Download the Policy Brief Read the Press Release Review of Apples to Apples: The Definitive Look at School Test Scores in Milwaukee and Wisconsin for 2024 Publication Date June 10, 2025 Authors Will Flanders; Benjamin Shear, University of Colorado Boulder Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law & Liberty (WILL) examines publicly available test score data from Spring 2024 in Wisconsin to investigate the relative effectiveness and cost of school choice programs. Download the Policy Brief Read the Press Release Review of Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends Publication Date April 24, 2025 Authors Nat Malkus; Chris Domaleski, National Center for the Improvement of Educational Assessment Research Areas Assessment & Accountability; Governance & Public Education; School Funding Publication Type Think Twice Summary A recent American Enterprise Institute report does a good job of identifying and describing long-term trends in student performance using national and international assessment data. However, a review finds that the report then falls short in its attempts to analyze and understand the factors driving these trends. Download the Policy Brief Read the Press Release Review of Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory Publication Date March 25, 2025 Authors Kenneth A. Shores and Sanford R. Student; Michael Russell, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; General / Needs Review; School Funding Publication Type Think Twice Summary The role of standardized test scores in college admissions is evolving, with many institutions shifting away from the SAT and ACT. In their absence, high school GPA has become the primary indicator of college readiness, though it doesn't account for course difficulty. A new Annenberg Institute report introduces "Transcript Strength," a measure designed to adjust GPA based on course rigor. While promising, the report acknowledges the approach requires further research and development. Download the Policy Brief Read the Press Release Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be Publication Date March 11, 2025 Authors Emilie Mitescu Reagan, Claremont Graduate University; A. Lin Goodwin, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary A professionalized teaching workforce is key to strong educational opportunities, improved student outcomes, and broader societal benefits. However, recent policies aimed at improving teacher quality have had unintended consequences-eroding teacher autonomy, increasing workload, standardizing curriculum and assessment, and fostering public distrust. In NEPC's new policy brief, Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be, authors Emilie Mitescu Reagan of Claremont Graduate University and A. Lin Goodwin of Boston College examine the ongoing evolution of teachers' professional status. The brief explores how educators can navigate the constantly shifting societal perceptions of their profession. Download the Policy Brief Read the Press Release Review of Think Again: Are Education Programs for High Achievers Inherently Inequitable? Publication Date February 4, 2025 Authors Brandon L. Wright; Margaret Thornton, Rowan University Research Areas Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent Fordham Institute report analyzes several perceived threats to educational opportunities for students who score well on standardized tests and class grades. It contends that these threats come from those who are overly concerned about "equity" and who seek to undermine programs designed for these high-achieving students. Download the Policy Brief Read the Press Release Review of School Segregation on School Report Cards: Who Are We Grading Anyway? Publication Date December 10, 2024 Authors Jay Carter and Leonardo Restrepo; James Noonan, Salem State University Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education Publication Type Think Twice Summary A recent Urban Institute report examines proposed legislation in North Carolina that would add a "proportionality score" to the state accountability system, measuring how closely a school’s racial demographics match those of the surrounding county. James Noonan of Salem State University reviewed School Segregation on School Report Cards: Who Are We Grading Anyway? and found it to be logical but somewhat under-explained. Download the Policy Brief Read the Press Release Review of Searching for the Tipping Point: Scaling up Public School Choice Spurs Citywide Gains Publication Date December 3, 2024 Authors Tressa Pankovits; David R. Garcia, Arizona State University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent Progressive Policy Institute report purports to examine the impact of charter schools on the achievement of students who remain enrolled in district-run public schools. Based on the data in the report, however, it shows only a weak relationship between the presence of charter schools and increases in achievement for all students, which contradicts the report's claims. Download the Policy Brief Read the Press Release Review of Reassessing ESSA Implementation: An Equity Analysis of School Accountability Systems Publication Date November 20, 2024 Authors Nicholas Munyan-Penney, Abigail Jones, and Shayna Levitan; Derek Gottlieb, University of Northern Colorado Research Areas Assessment & Accountability; Equity & Civil Rights Publication Type Think Twice Summary EdTrust recently published a report using what it calls an "equity analysis" to critique states' accountability plans, recommending several steps states might take to improve their systems. But a new review explains how that report rehashes old arguments for the original No Child Left Behind Act (NCLB). Download the Policy Brief Read the Press Release Review of Pennsylvania's Education Tax Credit Scholarships: How EITC Serves Children and Families in the Commonwealth Publication Date November 12, 2024 Authors Rachel Langan; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent Commonwealth Foundation report praises Pennsylvania's tax credit scholarship programs, which create private-school vouchers funded through tax-credited donations. The report argues in favor of the programs' expansion, but it has at least three major shortcomings. Download the Policy Brief Read the Press Release Review of Systemwide and Intervention-Specific Effects of Denver Public Schools' Portfolio District Strategy on Individual Student Achievement Publication Date November 7, 2024 Authors Parker Baxter, Anna Nicotera, David Stuit, Margot Plotz, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver attempts to assess the effect of a "portfolio district strategy" on student performance in the Denver Public Schools. As was the case with its 2022 predecessor (reviewed here), advocates for portfolio reforms have trumpeted the new study as showing that this "portfolio" package of reforms has a positive and large impact on student outcomes. The review, however, concludes that the study lacks the ability to so definitively link Denver's improved outcomes to these particular reforms. Download the Policy Brief Read the Press Release Review of The Broken Pipeline: Advanced Education Policies at the Local Level Publication Date July 18, 2024 Authors Adam Tyner; Eunice S. Han, University of Utah Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent Thomas B. Fordham Institute report describes current policies and practices at the district level across the U.S. that are designed to provide what the report calls advanced and gifted education. A review of the report determines, however, that its conclusions and policy suggestions lack validity. Download the Policy Brief Read the Press Release Review of Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale Publication Date June 13, 2024 Authors Jake Bryant, Felipe Child, Ezgi Demirdag, Emma Dorn, Stephen Hall, Kartik Jayaram, Charag Krishnan, Cheryl Lim, Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis, Doug; Clara Fontdevila, University of Glasgow; Antoni Verger, Universitat Autònoma de Barcelona; and Adrián Zancajo, Universitat Autònoma de Barcelona Research Areas Governance & Public Education; Technology & AI; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary McKinsey & Company released a new global report on education that provides guidelines for policy reforms and governance strategies offered as promoting significant and sustained improvement in students’ learning outcomes. A review of the report, however, identified weaknesses likely to compromise the robustness of its conclusions. Download the Policy Brief Read the Press Release Review of Public Education at a Crossroads: A Comprehensive Look at K-12 Resources and Outcomes Publication Date April 9, 2024 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Clive Belfield, City University of New York Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A growing and persuasive body of research has established the causal relationship between school funding and academic outcomes. The reality that money matters is not in serious dispute. But a new report from the Reason Foundation uses some superficial comparisons to try again to muddy the waters. Download the Policy Brief Read the Press Release Review of From Surviving to Thriving: K-12 Choice and Opportunity for Rural Texas Students and Teachers Publication Date December 7, 2023 Authors Matthew Ladner and Jason Bedrick; Amanda Potterton of the University of Kentucky, Annah Rogers of the University of West Alabama, and Jeanne Powers of Arizona State University Research Areas Charter Schools; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary The Heritage Foundation recently published a report that claims increased competition has improved academic achievement in Arizona's rural public schools and that similar policies will be good for rural Texas. However, a review finds several flaws in the report's reasoning and methodology. Download the Policy Brief Read the Press Release Review of Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review Publication Date November 21, 2023 Authors Trine Filges, Christoffer Scavenius Sonne-Schmidt, and Bjørn Christian Viinholt Nielsen; Clive Belfield, Queens College, City University of New York Research Areas Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A 2018 report from Campbell Collaboration, analyzing research literature estimating the impact of class size reduction on reading and math achievement, has recently been gaining renewed attention, thanks in part to a Washington Post piece by Michael Bloomberg. Download the Policy Brief Read the Press Release Review of As a Matter of Fact: National Charter School Study III 2023 Publication Date September 7, 2023 Authors Margaret E. Raymond, James L. Woodworth, Won Fy Lee, and Sally Bachofer; Joseph J. Ferrare University of Washington Bothell Research Areas Assessment & Accountability; School Funding; Charter Schools Publication Type Think Twice Summary In a recent report, the Center for Research on Education Outcomes (CREDO) examined charter school students' year-to-year test score growth over four years, and across 31 states. The report shows very small differences favoring charter schools and has been repeatedly trumpeted by charter school advocates as having policy significance-as weighing in favor of charter school expansion. Download the Policy Brief Read the Press Release The Effects of High-Performing, High-Turnover Teachers on Long-Run Student Achievement: Evidence From Teach for America Publication Date March 14, 2023 Authors Virginia S. Lovison; Emilie Mitescu Reagan, Claremont Graduate University Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary A recent paper published by the Annenberg Institute at Brown University presents findings from a study examining Teach for America (TFA) teacher turnover and teachers’ contributions to fourth through eighth grade student achievement. Download the Policy Brief Read the Press Release Review of The Economic Cost of the Pandemic: State by State Publication Date March 7, 2023 Authors Eric A. Hanushek; Clive Belfield, Queens College, City University of New York Research Areas School Funding; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recent Hoover Institution report by Eric Hanushek presents a calculation of the future learning-related economic burden resulting from the COVID-19 pandemic. It projects a large and persistent economic loss by using a set of assumptions about the link between reduced student achievement levels and earnings, but in doing so fails to consider several factors. Download the Policy Brief Read the Press Release Review of K-12 Without Borders: Public School Students, Families, and Teachers Shut In by Education Boundaries Publication Date March 2, 2023 Authors Martin F. Lueken and Michael Q. McShane; Christopher Lubienski, Indiana University; T. Jameson Brewer, University of North Georgia Research Areas Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent report from the directors of EdChoice, published by the Manhattan Institute, oversimplifies important equity issues as problems of school zone boundaries. Download the Policy Brief Read the Press Release Review of The Ohio EdChoice Program’s Impact on School District Enrollments, Finances, and Academics Publication Date February 21, 2023 Authors Stéphane Lavertu and John J. Gregg; Joshua Cowen, Michigan State University Research Areas School Choice & Vouchers; School Funding; Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers the impacts of vouchers as related to competition in Ohio public schools, increased racial segregation, and local district financial resources. It presents these three issues as the chief concerns of voucher critics and finds few harmful impacts. Download the Policy Brief Read the Press Release Review of #StudentsFirst: Empowering Parents to Help Students Regain Lost Learning Publication Date November 22, 2022 Authors Greg R. Lawson; David S. Knight, University of Washington Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A new Buckeye Institute report recommends sweeping K-12 policy reforms in response to COVID-19 academic disruptions and what the report asserts to be declining confidence in public schools. However, a review of the report criticizes the analysis and cautions against its policy recommendations. Download the Policy Brief Read the Press Release A Civil Rights Framework for the Reauthorization of ESEA Publication Date October 11, 2022 Authors Elizabeth DeBray, University of Georgia; Kara S. Finnigan, University of Michigan; Janel George, Georgetown University Law Center; and Janelle Scott, University of California-Berkeley. Research Areas Equity & Civil Rights; Assessment & Accountability; School Funding Publication Type Policy Brief Summary Brief presents a framework for federal policymakers to ground the law in an evidence-based, equitable, and ecological approach centered on sustained educational equality of opportunity. Download the Policy Brief Read the Press Release State Accountability Rating Systems: A Review of School Report Cards as Indicators of School Quality Publication Date June 22, 2022 Authors Gail L. Sunderman, University of Maryland Research Areas Assessment & Accountability; Equity & Civil Rights Publication Type Policy Brief Summary The federal Every Student Succeeds Act of 2015 provided states with slightly more flexibility in the design of their school accountability systems. However, while states may take different approaches to measuring and reporting school performance, they have consistently chosen approaches of public reporting that collapse multiple school performance indicators into a summative rating. In a new NEPC policy brief, State Accountability Rating Systems: A Review of School Report Cards as Indicators of School Quality, Gail L. Sunderman, co-founder and former director of the Maryland Equity Project at the University of Maryland, discusses the difficulties that arise when state's school report cards use this summative-rating approach. Download the Policy Brief Read the Press Release Review of Priced Out of Public Schools: District Lines, Housing Access, and Inequitable Educational Options Publication Date March 1, 2022 Authors Alex Spurrier, Sara Hodges, and Jennifer O'Neal Schiess; Erica Frankenberg, Penn State Research Areas Assessment & Accountability Publication Type Think Twice Summary A recent report from the Bellwether Education Partners, Priced Out of Public Schools: District Lines, Housing Access, and Inequitable Educational Options, attempts to examine the availability of low-income rental units in school districts to understand whether districts in the largest 200 metropolitan areas are accessible to families in poverty. The report finds nearly 500 examples of borders between two starkly different types of districts: those that are the most and least "accessible" based on the cost of rental housing. It designates these borders between these districts as barriers. After describing the problem, the report recommends a combination of education policy solutions, including expanding school choice, and affordable housing opportunities. Download the Policy Brief Read the Press Release Review of Ohio's Lost Einsteins: The Inequitable Outcomes of Early High Achievers Publication Date December 2, 2021 Authors Scott Imberman; Eunice Han, Yongmei Ni, University of Utah Research Areas Assessment & Accountability Publication Type Think Twice Summary A recent Thomas B. Fordham Institute report examines the achievement growth of Ohio's "early high achievers," some of whom are identified as gifted and talented (GT). Its conclusion-which was examined in a new review-was that closing the "gifted identification gap" can help to close the "excellence gap." Download the Policy Brief Read the Press Release Education Freedom and Student Achievement: Is More School Choice Associated with Higher State-Level Performance on the NAEP? Publication Date June 15, 2021 Authors Patrick J. Wolf, Jay P. Greene, Matthew Ladner, and James D. Paul; T. Jameson Brewer, University of North Georgia; Joel Malin, Miami University Research Areas Governance & Public Education; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary A recent brief from the School Choice Demonstration Project at the University of Arkansas is being used by voucher advocates to argue that increasing school choice can spur broad test score improvements. Download the Policy Brief Read the Press Release The (Mis)Treatment and (Non)Education of Unaccompanied Immigrant Children in the United States Publication Date March 8, 2021 Authors Ruth M. López, University of Houston Research Areas Assessment & Accountability; General / Needs Review; Equity & Civil Rights Publication Type Policy Brief Summary Beginning in 2014, an increasing number of children from northern Central American countries (El Salvador, Guatemala, and Honduras) and Mexico, fleeing violence and poverty in their countries, have arrived and been apprehended at the U.S. border. Many of these children are unaccompanied or became so upon separation from a parent or another adult. NEPC is releasing today a policy brief addressing the education of these unaccompanied immigrant children (UICs), including their experiences prior to, during, and after apprehension at the border. The (Mis)Treatment and (Non)Education of Unaccompanied Immigrant Children in the United States is authored by University of Houston assistant professor Ruth M. López. Download the Policy Brief Read the Press Release Review of School Accountability-Past, Present, and Future: Findings and Recommendations for State and District Policymakers Publication Date February 9, 2021 Authors Chester E. Finn, Jr.; Gail L. Sunderman, Maryland Equity Project Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary A recent report from the Hoover Institution's Education Success Initiative argues that state and federal officials should retain what it calls "results-based" accountability systems that use standardized assessments of students followed by consequences for not meeting performance goals. But it does not provide the evidence needed to support that contention. Download the Policy Brief Read the Press Release Review of Student Assessment During COVID-19 Publication Date October 29, 2020 Authors Laura Jimenez; Gene V Glass, San José State University, William J. Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Technology & AI Publication Type Think Twice Summary Student Assessment During COVID-19, a recent report from the Center for American Progress (CAP), argues that there should be no waivers of the federally mandated administration of standardized tests in spring 2021.In its report, CAP sides with the Department of Education’s policy of denying requests for waivers, and it calls for additional assessments that “capture multiple aspects of student well-being, including social-emotional needs, engagement, and conditions for learning” as well as supplementary gathering of student information. Download the Policy Brief Read the Press Release Review of Unleashing Educational Opportunity: The Untapped Potential of Expanded Tax Credit Scholarships Publication Date October 22, 2020 Authors Corey DeAngelis; Bruce Baker, Rutgers University Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A Commonwealth Foundation report argues that expanding a program that uses tax credits to create vouchers for private schooling can lead to large economic gains for the state of Pennsylvania. Such gains would result from two purported benefits: increased lifetime earnings for those attending private schools on vouchers, and reduced social costs associated with crime. Download the Policy Brief Read the Press Release Review of: Making Next Year Count: Equity in School Accountability Publication Date October 15, 2020 Authors Alex Spurrier, Chad Aldeman, Jennifer O'Neal Schiess, and Andrew J. Rotherham; Edward J. Fuller, Penn State University Research Areas Assessment & Accountability; Technology & AI Publication Type Think Twice Summary The series correctly concludes that state accountability systems have not improved student achievement or closed achievement gaps over the last decade. Despite this conclusion, however, the series puzzlingly insists that state testing and accountability systems must be reinstated in 2020-21 and must focus on schools with the lowest performance levels. Download the Policy Brief Read the Press Release Big Claims, Little Evidence, Lots of Money: The Reality Behind the Summit Learning Program and the Push to Adopt Digital Personalized Learning Programs Publication Date June 25, 2020 Authors Faith Boninger, Alex Molnar, and Christopher Saldaña, University of Colorado Boulder Research Areas Assessment & Accountability; School Choice & Vouchers; Technology & AI Publication Type Policy Brief Summary Despite a lack of evidence that it is effective, the Summit Learning Program, propelled by a flood of Silicon Valley money, continues to spread. Download the Policy Brief Read the Press Release Review of Comparing Ed Reforms: Assessing the Experimental Research on Nine K-12 Education Reforms Publication Date May 26, 2020 Authors Paul DiPerna; Bruce D. Baker, Rutgers University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; Early Childhood; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice, working with Hanover Research, identifies and reviews studies that use Randomized Control Trials (RCTs) to determine student achievement or educational attainment outcomes of nine broad "education reform" areas. Download the Policy Brief Read the Press Release Review of A Roadmap to Fix Arizona School Finance: Steering the Grand Canyon State Toward Fairness and Innovation in K-12 Education Publication Date April 14, 2020 Authors Christian Barnard; David R. Garcia, Arizona State University Research Areas Assessment & Accountability; School Funding Publication Type Think Twice Summary The report begins by describing how Arizona's lowest-income school districts receive less funding from state and local sources than higher-income school districts. As is the case in many states, Arizona's school districts with lower property wealth have higher tax rates and generate less revenue than higher property wealth school districts. The report then sets forth the 16 far-ranging policy recommendations that its author argues will improve the "transparency, equity, and effectiveness of Arizona's school finance system. . ." Collectively, these recommendations would amount to a fundamental overhaul of Arizona's school finance system. Download the Policy Brief Read the Press Release Review of Measuring Student Poverty: Developing Accurate Counts for School Funding, Accountability, and Research Publication Date March 3, 2020 Authors Erica Greenberg, Kristin Blagg, and Macy Rainer; Michael Harwell of the University of Minnesota Research Areas Assessment & Accountability Publication Type Think Twice Summary A recent Urban Institute report highlights how legislative changes have led to the steady decline of the usefulness, as a measure of student poverty, of participation in the free- and reduced-price lunch (FRPL) program. The Community Eligibility Provision (CEP) of the federal Healthy, Hunger-Free Kids Act mandates that schools enrolled in CEP have at least 40% of their students eligible for a free or reduced-price lunch in the year before enrolling. CEP schools provide free breakfasts and lunches to all students regardless of any given student’s household income or enrollment in safety net programs. Thus FRPL participation is 100% in a school and can no longer be sensibly used as a poverty measure. Download the Policy Brief Read the Press Release The Starts and Stumbles of Restorative Justice in Education: Where Do We Go from Here? Publication Date January 14, 2020 Authors Anne Gregory, Ph.D., Rutgers University, Katherine R. Evans, Ph.D., Eastern Mennonite University Research Areas Assessment & Accountability; Equity & Civil Rights; School Climate & Student Support Publication Type Policy Brief Summary Schools are implementing Restorative Justice in Education (RJE) initiatives across the United States, often to reduce the use of out-of-school suspension, which is known to increase the risk for dropout and arrest. Many RJE initiatives also aim to strengthen social and emotional competencies, reduce gender and racial disparities in discipline, and increase access to equitable and supportive environments for students from marginalized groups. Yet whether these benefits emerge depends on whether the reforms are well implemented. Download the Policy Brief Read the Press Release Report on Academic Progress Is a Worthwhile Conversation Starter Publication Date November 26, 2019 Authors Michael J. Petrilli; Jaekyung Lee, University at Buffalo, SUNY Research Areas Assessment & Accountability; Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary The Fordham Institute recently released a report highlighting the academic progress of Black and Hispanic groups over the past two decades at the elementary school level on the NAEP exam. From this, the report offers the major claim, based on its author’s eyeball test, that the academic progress of students of color is attributable “mostly” to poverty reduction. The report, however, also acknowledges that correlation is not causation and calls for systematic statistical analysis to test the author’s proposition. Download the Policy Brief Read the Press Release Report About Charters Being a "Rising Tide" Sinks Under Weight of Flawed Data Publication Date November 14, 2019 Authors David Griffith; Yongmei Ni, University of Utah Research Areas Charter Schools; General / Needs Review; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute examines whether average achievement in a school district increases as the "market share" of charter schools rises. The report argues that there is a positive competition effect. Download the Policy Brief Read the Press Release The Effects of Means Tested Private School Choice Programs on College Enrollment and Graduation Publication Date October 16, 2019 Authors T. Jameson Brewer, University of North Georgia Research Areas School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary A recent Urban Institute report brings together certain findings from studies of three school voucher programs. The report concludes that students using vouchers to attend private schools sometimes have higher rates of college enrollment and completion than their public school counterparts. Download the Policy Brief Read the Press Release Multiple Shortcomings Mar Report Ranking Michigan High Schools Publication Date April 30, 2019 Authors Faith Boninger, Alex Molnar, and Christopher M. Saldaña, of the University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release The Michigan Context and Performance Report Card: High Schools 2018 Publication Date April 18, 2019 Authors Ben DeGrow and Ronald Klinger; John T. Yun of Michigan State University Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from Mackinac Center for Public Policy seeks to measure and publicize high school performance by ranking schools according to their test scores after attempting controlling for students’ “economic status.” Download the Policy Brief Read the Press Release Education System Alignment for 21st Century Skills: Focus on Assessment Publication Date April 2, 2019 Authors Lorrie Shepard, of the University of Colorado Boulder Research Areas Governance & Public Education; Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary A report from the Brookings Institution uses international examples to make the case for the importance of “21st century skills” as goals for education systems. It focuses specifically on the development of new assessment methods as a primary means to help countries integrate these 21st century skills – such as critical thinking, problem solving, collaboration, and communication – into curricular reforms. Download the Policy Brief Read the Press Release Everything You Know About State Education Rankings Is Wrong/Fixing the Currently Biased State K-12 Education Rankings Publication Date November 27, 2018 Authors Stan J. Liebowitz and Matthew L. Kelly; Bruce D. Baker, Rutgers University Research Areas Governance & Public Education; School Funding; Assessment & Accountability Publication Type Think Twice Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Systems for Success: Thinking Beyond Access to AP Publication Date September 25, 2018 Authors Ashley Griffin and Davis Dixon; Beth C. Rubin Research Areas Assessment & Accountability Publication Type Think Twice Summary Systems for Success contends that a variety of interventions help promote student access and success in AP, including teacher support and development, analysis of class composition, careful scheduling, and provision of during- and after-school academic support for students. Download the Policy Brief Read the Press Release Do Impacts on Test Scores Even Matter? Publication Date May 3, 2018 Authors Collin Hitt, Michael Q. McShane, and Patrick J. Wolf; Chris Lubienski, Indiana University; & T. Jameson Brewer, University of North Georgia Research Areas Assessment & Accountability Publication Type Think Twice Summary A recent American Enterprise Institute (AEI) report attempted to examine the impact of student achievement scores on longer-term school-related attainment outcomes. The report suggested that less attention be given to test score comparisons between traditional public schools and school choice models (e.g., charters and school vouchers). A new academic review out today investigates the consistency of the claims made and the evidence used for the report. Download the Policy Brief Read the Press Release Charter Schools and the Achievement Gap Publication Date April 10, 2018 Authors Sarah Cohodes, Teachers College, Columbia University; A. Chris Torres, Michigan State University; & Joanne Golann, Vanderbilt University. Research Areas Charter Schools; Assessment & Accountability Publication Type Think Twice Summary A recent report published by the Future of Children, a collaboration of the Brookings Institution and Princeton University, recommended the expansion of intensive school discipline practices to drive academic results. Despite charter schools performing no better than traditional public schools on average, the report found “no-excuses” charter schools demonstrate promising results. The report advanced that the practices should be expanded within and outside the charter school sector. Download the Policy Brief Read the Press Release The Academic and Behavioral Consequences of Discipline Policy Reform: Evidence from Philadelphia Publication Date February 15, 2018 Authors Matthew P. Steinberg and Johanna Lacoe; Yolanda Anyon, University of Denver; and Kathryn E. Wiley, University of California San Diego. Research Areas Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary A report from the Fordham Institute attempted to investigate the impact of a student discipline reform in the School District of Philadelphia (SDP). The report concluded that the reform was a failure. The reform in question eliminated suspensions for certain low-level school misbehaviors. The Fordham report in question looked at district out-of-school suspension rates for students, academic and behavioral outcomes, and racial disparities in suspensions. Download the Policy Brief Read the Press Release Renewing our Cities: A Case Study on School Choice’s Role in Urban Renewal / CPR Scholarships: Using Private School Choice to Attack Concentrated Poverty, Crime, and Unemployment Publication Date June 20, 2017 Authors David Harrison, and Jing Zhao, Bartley Danielsen, David Harrison, and Jing Zhao; Jennifer Jellison Holme and Emily Germain, University of Texas Austin Research Areas Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary EdChoice and the American Enterprise Institute (AEI) released reports suggesting that expanded school choice would promote economic development in economically distressed urban areas. The EdChoice report was a case study on the relocation decisions of families in an urban charter school, while the AEI report calls for a voucher-like program to spur economic development by luring higher income families into neighborhoods. While the EdChoice report is an empirical paper, the AEI report only consists of a hypothetical proposal for a voucher program aimed at promoting economic development in high-poverty neighborhoods. Download the Policy Brief Read the Press Release Community Schools: An Evidence-Based Strategy for Equitable School Improvement Publication Date June 5, 2017 Authors Jeannie Oakes, National Education Policy Center and the Learning Policy Institute; Anna Maier, LPI; and Julia Daniel, NEPC. Research Areas Assessment & Accountability; Community Schools; Governance & Public Education Publication Type Policy Brief Summary A new policy brief, co-produced by the National Education Policy Center (NEPC) and the Learning Policy Institute (LPI), explores the research on community schools. Community schools represent a partnership and school improvement strategy to integrate resources provided by community agencies and local government for improved student learning, stronger families, and healthier communities. According to the authors, community schools are strongly supported by research, and can be a particularly important strategy for transforming high-poverty schools. Further research on community schools and the conditions required for successful implementation is needed. Download the Policy Brief Read the Press Release Understanding a Vicious Cycle: Do Out-of-School Suspensions Impact Student Test Scores? Publication Date June 1, 2017 Authors Kaitlin P. Anderson, Gary W. Ritter, & Gema Zamarro; Brea L. Perry, Indiana University; and Daniel Losen, director of the Center for Civil Rights Remedies initiative at the Civil Rights Project at UCLA Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary The Department of Education Reform at the University of Arkansas released a recent working paper on the association between out-of-school suspensions and student test scores. The paper concluded that punishment works, and that out-of-school suspension had a positive relationship to math and language arts test scores. However, an academic review of the paper finds multiple methodological and validity concerns, which limit the claims made. Download the Policy Brief Read the Press Release School Closure as a Strategy to Remedy Low Performance Publication Date May 18, 2017 Authors Gail L. Sunderman, University of Maryland; Erin Coghlan, University of California Berkeley; and Rick Mintrop, University of California Berkeley. Research Areas General / Needs Review; Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary Closing a “low-performing” school and sending students to a “better-performing” one has been offered as a school improvement strategy, which the logic suggests will motivate schools to improve. A new policy brief released today investigates whether closing schools is an option that policymakers should pursue. According to the brief, the limited evidence base suggests that school closures are not a promising strategy for remedying low performance. The authors write, “School closures have at best weak and decidedly mixed benefits; at worst they have detrimental repercussions for students if districts do not ensure that seats at higher-performing schools are available for transfer students.” Download the Policy Brief Read the Press Release Supplemental Education Services under NCLB: Emerging Evidence and Policy Issues Publication Date May 1, 2017 Authors Patricia Burch, Ph.D., University of Wisconsin-Madison Research Areas Assessment & Accountability Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release High Stakes for High Achievers / High Stakes for High Schoolers Publication Date January 26, 2017 Authors Michael J. Petrilli, David Griffith, Brandon L. Wright, and Audrey Kim / Michael J. Petrilli, David Griffith, and Brandon L. Wright; Beth C. Rubin, Rutgers University Research Areas Assessment & Accountability Publication Type Think Twice Summary Two recent think tank reports from the Thomas B. Fordham Institute called into question the impact of accountability systems on “high achievers.” The reports claimed that states have failed to address the needs of higher-scoring students, and that state accountability systems should be redesigned under the Every Student Succeeds Act (ESSA) with those students in mind. Download the Policy Brief Read the Press Release Measuring School Turnaround Success Publication Date July 20, 2016 Authors Cassie Lutterloh, Jeanette P. Cornier, & Bryan C. Hassel; Tina Trujillo, University of California Berkeley; and Marialena Rivera, Texas State University Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary A report produced by Public Impact for WestEd’s Center on School Turnaround asserted that because there is a lack of a shared definition of school turnaround success for states and districts, it is difficult for school districts to learn from one another. The report claimed to provide a model for defining school turnaround success. The report bases its model framework for determining turnaround success on three school-level measures: (1) proficiency in reading and math on state assessments; (2) growth in reading and math on state assessments; and (3) graduate rate (for high schools). Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Does Money Matter? Publication Date June 16, 2016 Authors William J. Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Policy Brief Summary In Does Money Matter?, William J. Mathis, University of Colorado Boulder, discusses why money matters in education. He concludes that despite claims to the contrary, adequate and equitable funding is necessary for schools to improve their performance – especially schools serving children living in poverty. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – The Purpose of Education: Truing the Balance Wheel Publication Date June 2, 2016 Authors William J. Mathis, University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability; Equity & Civil Rights Publication Type Policy Brief Summary In The Purpose of Education: Truing the Balance Wheel, William J. Mathis, University of Colorado Boulder, discusses what it would take for Horace Mann’s ideal of education as the “great equalizer of the conditions of men” to become a reality. Mann proclaimed that education was the bedrock of democracy and that it had the potential to serve as a “balance wheel of social machinery.” Mathis recommends that in order to true the balance wheel (as Mann desired), both in-school and out-of-school factors need to be addressed. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Housing Policy Publication Date May 24, 2016 Authors Kevin G. Welner and William J. Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Policy Brief Summary Because educational opportunities and life chances are inextricably tied to family wealth and housing advantages, Kevin Welner and William Mathis call for a comprehensive, cohesive approach to address societal inequities. In Housing Policy, the authors recommend that multiple approaches can and should be implemented as a united set of mutually supportive initiatives. In their recommendations, the authors suggest that housing integration policies that address housing supply and affordability can be beneficial. Download the Policy Brief Read the Press Release 2016 Brown Center Report on American Education — Part II: Tracking and Advanced Placement Publication Date April 26, 2016 Authors Tom Loveless; Marshall Jean, University of Chicago Research Areas Assessment & Accountability Publication Type Think Twice Summary Based on the logic that states with more tracking tend to have more students passing AP exams in high school, a recent report from the Brown Center on Education Policy at the Brookings Institution claimed that tracking in eighth grade would promote greater equity. The Brown Center report, authored by Tom Loveless, used state-level data from the NAEP to describe a positive association between tracking in eighth grade and larger percentages of high-scoring AP test takers. Based on the findings, the author claims that tracking is beneficial for high-achieving students. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Do Choice Policies Segregate Schools? Publication Date March 31, 2016 Authors William Mathis and Kevin Welner, University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability; Equity & Civil Rights; School Choice & Vouchers Publication Type Policy Brief Summary Despite advocates advancing the notion that integration can be promoted by increased school choice, a new brief considers the research evidence of those policies. The concise brief concludes that while choice policies may be designed and implemented in ways intended to advance integration; the result has been increased stratification. The National Education Policy Center published the brief with funding from the Great Lakes Center for Education Research and Practice. Download the Policy Brief Read the Press Release SchoolGrades.org Publication Date March 10, 2016 Authors Jacob L. Vigdor and Josh B. McGee; Jaime L. Del Razo, Annenberg Institute for School Reform & Brown University Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary The Manhattan Institute for Policy Research launched a website, SchoolGrades.org, which aimed to provide a means to compare how well America’s schools prepare students in core subjects. The website attempts to evaluate and assign letter grades to schools using reading and math test scores. The website claims that the school grades found on the site allow parents to compare local schools against schools in other countries using a four-step process. Download the Policy Brief Read the Press Release The Integration Anomaly: Comparing the Effects of K-12 Education Delivery Models on Segregation in Schools Publication Date January 5, 2016 Authors Benjamin Scafidi; Genevieve Siegel-Hawley, Virginia Commonwealth University; & Erica Frankenberg, Penn State University Research Areas Assessment & Accountability; Equity & Civil Rights Publication Type Think Twice Summary A report from the Friedman Foundation for Educational Choice claimed that universal school choice offers a solution to increasing school segregation. The report argued that competition unleashed by unrestricted school choice would promote integration. The report suggested that housing integration has not been an effective way to pursue school integration, and it concludes with recommendations for how to structure school choice to achieve integration. Download the Policy Brief Read the Press Release Diverse Housing, Diverse Schooling: How Policy Can Stabilize Racial Demographic Change in Cities and Suburbs Publication Date December 15, 2015 Authors Amy Stuart Wells, Teachers College Columbia University Research Areas Assessment & Accountability; Equity & Civil Rights Publication Type Policy Brief Summary Throughout history, a child’s zip code has determined their educational opportunities, due to the tight relationship between racially segregated and unequal housing and schools. Research has revealed that racial inequality in American housing and schools is sustained by an iterative relationship between intangible and tangible factors in the housing-school choice process. According to a brief by Amy Stuart Wells, Teachers College, the nation may now have the ideal opportunity to address this housing-school nexus. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking - School Accountability, Multiple Measures and Inspectorates in a Post-NCLB World Publication Date October 25, 2015 Authors William Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Policy Brief Summary First brief in a series of concise publications considers alternative accountability approaches: As a part of a new series of briefs being released beginning today by the National Education Policy Center with funding from the Great Lakes Center for Education Research and Practice, William J. Mathis, University of Colorado Boulder, discusses the efficacy of three types of school evaluation approaches: (1) test based accountability; (2) multiple measures; and (3) school self-evaluations plus inspectorates. Download the Policy Brief Read the Press Release School Closures and Student Achievement: An Analysis of Ohio’s Urban District and Charter Schools Publication Date June 16, 2015 Authors Deven Carleson and Stéphane Lavertu; Ben Kirshner, University of Colorado Boulder; and Matthew Gaertner, Pearson Research Areas Charter Schools; Assessment & Accountability; General / Needs Review Publication Type Think Twice Summary This report from the Thomas B. Fordham Institute investigated school closures in Ohio for urban district and charter schools. The report found that test scores of displaced district students showed greater gains in math and reading relative to students from non-closed schools and that displaced charter students showed gains in math but not reading. Among the findings of the report, closed schools were attended by greater percentages of African American students from low-income families. Additionally, the report noted that displaced students performed better if they transferred to schools with higher levels of performance. Download the Policy Brief Read the Press Release ESEA Reauthorization: How Can We Build upon No Child Left Behind’s Progress for Students with Disabilities in a Reauthorized ESEA Publication Date June 8, 2015 Authors Chelsea Straus; Edward Fierros & Katherine Cosner, Villanova University Research Areas Assessment & Accountability; School Funding Publication Type Think Twice Summary A report from the Center for American Progress (CAP) links benchmarks for inclusion in state testing and stringent accountability with improved educational outcomes for students with disabilities. While noting that causal claims could not be made, the report then proceeded to try to convince readers of exactly such claims. The report compared 2000 to 2013 NAEP test scores along with NCES national-level data and found increased test scores, decreased dropout rates, and increased graduation rates for students with disabilities, as well as improved outcomes for Black and Hispanic students with disabilities. Download the Policy Brief Read the Press Release Student Mobility: Causes, Consequences, Solutions Publication Date June 1, 2015 Authors Russell W. Rumberger, UC Santa Barbara Research Areas Assessment & Accountability Publication Type Policy Brief Summary This brief explores the causes and consequences of student mobility, a widespread, and often-unheralded, problem facing American schools. According to the brief, written by Russell W. Rumberger, professor of education in the Gervirtz Graduate School of Education at the University of California Santa Barbara, student mobility can negatively impact student achievement on test scores, high school graduation prospects, and even student behavior. Multiple moves and those accompanied by family disruptions produce more severe impacts. To reduce the negative impacts of student mobility, Rumberger recommends: (1) School officials should strive to reduce mobility by raising overall school quality; (2) School officials should give students and parents sufficient and timely information to make informed school transfer decisions; (3) Personnel in schools receiving transfers can prepare materials and activities before students arrive; and (4) State officials should collect and report school and district mobility rates. Download the Policy Brief Read the Press Release Urban Charter School Study Publication Date April 27, 2015 Authors Andrew Maul, University of California Santa Barbara Research Areas Charter Schools; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for Research on Education Outcomes (CREDO) at Stanford University attempted to investigate whether charter schools generate better outcomes than traditional public schools (TPS) in urban environments. The report, part of a series of reports on the performance of charter schools relative to TPS, asserts charter schools in urban environments provide a slightly greater test score advantage than those in non-urban environments. The report utilizes a methodological approach similar to previous reports from CREDO, and finds that students in urban charter schools were estimated to score approximately 0.055 standard deviations higher on math tests and 0.039 standard deviations higher on reading tests than their peers in urban TPSs. Download the Policy Brief Read the Press Release Why School Report Cards Merit a Failing Grade Publication Date January 26, 2015 Authors Kenneth R. Howe and Kevin Murray, University of Colorado Boulder Research Areas Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release The Economic Benefits of Closing Education Achievement Gaps Publication Date December 4, 2014 Authors Robert Lynch and Patrick Oakford; Clive Belfield, Queens College, City University of New York (CUNY) Research Areas Assessment & Accountability Publication Type Think Twice Summary This report from the Center for American Progress (CAP) claimed that closing racial and ethnic achievement gaps would have substantial economic benefits, including raising incomes and the size of the economy. The gains would result from higher levels of student achievement and specifically from higher achievement by minority students. The report estimates that if Black and Hispanic high school math scores converged to equal those of white high school students, the size of the U.S. economy would increase by $20 trillion. Additionally, federal and state/local tax revenues would increase as a result. Download the Policy Brief Read the Press Release Virtual Schooling and Student Learning: Evidence from the Florida Virtual School Publication Date October 28, 2014 Authors Matthew M. Chingos and Guido Schwerdt; Michael K. Barbour, Sacred Heart University Research Areas Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recently released paper from the Harvard Kennedy School attempted to compare the performance of students at the Florida Virtual School (FLVS) to students in traditional brick-and-mortar schools. The paper concluded that FLVS students performed about the same or somewhat better on state tests and at a lower cost. Download the Policy Brief Read the Press Release A Meta-Analysis of the Literature on the Effect of Charter Schools on Student Achievement Publication Date September 30, 2014 Authors Julian R. Betts & Y. Emily Tang; Francesca López, University of Arizona Research Areas Charter Schools; Assessment & Accountability Publication Type Think Twice Summary A report from the Center on Reinventing Public Education (CRPE) attempted to examine whether charter schools have a positive effect on student achievement. The report reviewed 52 studies selected by the authors and found charters to be serving students well, particularly in math. The CRPE report is an update of prior reports that examine the achievement of charter schools as compared to traditional public schools. Download the Policy Brief Read the Press Release The Efficiency Index Publication Date September 23, 2014 Authors Peter Dolton, Oliver Marcenaro-Gutierrez, and Adam Still; Clive Belfield, Queens College, City University of New York Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary This report, supported by the Organisation for Economic Co-Operation and Development (OECD), measured efficiency based on test scores, and resource use analyzed in terms of teachers wages and pupil-teacher ratios. It looked at costs for teachers and educational outcomes, and did not consider socioeconomic differences. Download the Policy Brief Read the Press Release The Effect of Co-locations on Student Achievement in NYC Public Schools Publication Date April 15, 2014 Authors Marcus A. Winters; Tina Trujillo and Marialena Rivera, UC-Berkeley Research Areas Charter Schools; Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary The report from the Manhattan Institute investigated the effect of colocations of charter schools and traditional public schools on a narrow range of standardized test scores. It focused on students' test scores and looked at fourth through eighth grade ELA and math standardized assessment gains. Colocation was not found to have a significant impact on students' test scores. Download the Policy Brief Read the Press Release Measuring the Impacts of Teachers I (NBER No. 19423) & II (NBER No. 19424) Publication Date April 10, 2014 Authors Raj Chetty, John N. Friedman, and Jonah E. Rockoff (both papers); Moshe Adler, Columbia University & Empire State College, SUNY Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary This NBER working paper - split in two parts - studied the impact of teachers on long-term outcomes using value-added scores. The reports addressed a key question: Are teachers' impacts on students' test scores ("value added") a good measure of their quality? Economists Raj Chetty, John Friedman, & Jonah Rockoff claim in a two-part paper that higher value-added scores for teachers lead to greater economic success for their students later in life. The paper drew widespread media and politicians' attention, including the president's. Download the Policy Brief Read the Press Release A Legal Lever for Enhancing Productivity Publication Date February 27, 2014 Authors Elizabeth Ettema, Krishanu Sengupta, and Sandy Kress; Clive Belfield, Queens College, City University of New York Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary This report examines the extent to which the Texas education system is efficient. Using a five-factor definition of efficiency, the authors argue that in key areas – teacher training, teacher evaluation, teacher pay-setting, and use of instructional materials – the Texas education system is unlikely to be efficient or cannot demonstrate efficiency. Download the Policy Brief Read the Press Release Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment Publication Date January 28, 2014 Authors Steven Glazerman, Ali Protik, Bing-ru Teh, Julie Bruch, and Jeffery Max; Donald Gratz, Curry College Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary The Teacher Transfer Initiative (TTI) actively encouraged 1,500 "high-performing" elementary teachers in 10 urban school districts to transfer to low-performing schools in return for a total stipend of $20,000 distributed over two years. The teachers were all identified as having students who were in the top 20 percent in their districts, based on a value-added measure of standardized test scores. The assumption was that better teachers would get better results on standardized tests wherever they teach. Download the Policy Brief Read the Press Release School Choice and School Performance in the New York City Public Schools: Will the Past be Prologue? Publication Date November 19, 2013 Authors Grover J. “Russ” Whitehurst and Sarah Whitfield; Patricia Burch, University of Southern California Research Areas School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary Whitehurst and Whitfield attempt to use aggregate findings to make the case that expansion of school choice and school competition in NYC schools is a major factor in increased graduation rates and enhanced performance on state tests of academic achievement. The authors’ recommendations also include calls for more general improvements in instruction, teacher quality, and accountability systems. Download the Policy Brief Read the Press Release Model Legislative Language for Comprehensive Assessment and Accountability Publication Date October 22, 2013 Authors Andy Hargreaves, Boston College Henry Braun, Boston College Research Areas Assessment & Accountability; Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary In a report released today, Andy Hargreaves and Henry Braun of Boston College describe how data-driven accountability initiatives have created “perverse” incentives for educators. The legislative brief highlights the flawed use of DDIA in much, though not all, of the U.S. education system. To restore focus on improvement, schools should consider systematic reforms that capture the full range of learning and assess educational values holistically, instead of relying on narrow metrics to define success that punish teachers and students. The brief includes twelve recommendations for establishing more effective systems and processes of Data-Driven or Evidence-Informed Improvement and Accountability. Model legislation by attorney Kathy Gebhardt accompanies Data-Driven Improvement and Accountability. Download the Policy Brief Read the Press Release Were all those standardized tests for nothing? The lessons of No Child Left Behind Publication Date August 27, 2013 Authors Bruce Fuller, University of California Berkeley Research Areas Assessment & Accountability Publication Type Think Twice Summary The report, from a noted conservative think tank, attempts to isolate the effects of NCLB’s threat of sanctions on underperforming schools. The authors infer that federal pressure and punishment are promising policy avenues. Download the Policy Brief Read the Press Release Weighted Student funding for California Publication Date June 18, 2013 Authors Dr. Bruce D. Baker, Rutgers University Research Areas Assessment & Accountability; School Funding Publication Type Think Twice Summary The Reason Foundation, a Libertarian think tank, recently issued a brief on California Gov. Jerry Brown’s school finance reform plan, which endorses Brown’s proposal and then uses it to advance its own ideas for reducing the role of school districts and for giving school principals greater autonomy over spending. Download the Policy Brief Read the Press Release Middle Class or Middle of the Pack: What can we learn when benchmarking U.S. schools against the world’s best Publication Date June 4, 2013 Authors Martin Carnoy, Stanford University Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary America Achieves report calls for additional international testing. The authors of the report consider recent PISA results a "wake up call to America’s middle class" and contend in response that U.S. high schools should start taking part in a new international test that is to compare the academic knowledge and skills of 15-year-olds- around the world. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking — Moving Beyond Tracking Publication Date May 30, 2013 Authors William Mathis, University of Colorado-Boulder Research Areas Assessment & Accountability; Governance & Public Education; Curriculum & Instruction Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current relevant findings in education policy research. Despite incontrovertible evidence demonstrating the harms of ability grouping, resistance to the elimination of tracking in schools remains strong. The latest in a series of two- and three-page briefs summarizing current relevant findings in education policy research reviews the evidence for and against “tracking” students through school – that is, assigning students to particular classes, curricula and courses of study by their perceived ability. Download the Policy Brief Read the Press Release Report Card on American Education: Ranking State K-12 Performance, Progress, and Reform (18th edition) Publication Date May 9, 2013 Authors Christopher Lubienski, University of Illinois T. Jameson Brewer, University of Illinois Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary The 18th edition of the American Legislative Exchange Council’s (ALEC) Report Card draws on ratings from market-orientated advocacy groups to grade states in areas such as allowances for charter schools, availability of vouchers, and permissiveness for homeschoolers. Download the Policy Brief Read the Press Release KIPP Middle Schools: Impacts on Achievement and Other Outcomes Publication Date April 30, 2013 Authors Gregory Camilli, University of Colorado Boulder Research Areas Charter Schools; Assessment & Accountability Publication Type Think Twice Summary A recent study from Mathematica Policy Research (MPR) suggests that KIPP (Knowledge Is Power Program) charter middle schools may actually boost test-score growth by as much as eight months to eleven months over a three year period. Download the Policy Brief Read the Press Release Mayoral Governance and Student Achievement: How Mayor-Led Districts are Improving School and Student Performance Publication Date April 23, 2013 Authors Katrina E. Bulkley, Montclair State University Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for American Progress claims that mayor-led districts may use resources more strategically and that mayor-controlled districts have seen increases in student achievement. The report also states that moving to a mayoral-controlled district can also help spur innovation and advancement. Download the Policy Brief Read the Press Release Does Sorting Students Improve Scores? An Analysis of Class Composition Publication Date April 2, 2013 Authors Dr. Carol Corbett Burris, South Side High School Katherine Allison, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary Despite the vast majority of research into tracking or ability grouping of students, a recently released report from the National Bureau of Economic Research (NBER) purports that sorting students by ability improves outcomes for low-achieving and high-achieving students alike. Download the Policy Brief Read the Press Release State Policy Report Card Publication Date February 20, 2013 Authors Sherman Dorn, University of South Florida Ken Libby, University of Colorado Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary This report assigned letter grades to states based on its preferred policies regarding school choice, defined contribution pension programs, private vouchers, test-based accountability and centralized control of public schools. Download the Policy Brief Read the Press Release Two Culminating Reports From The MET Project Publication Date January 31, 2013 Authors Jesse Rothstein, University of California Berkeley William Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary The Measures of Effective Teaching Project (MET) is an ambitious, multi-year study of thousands of teachers in six school districts. This review is of two of the final research papers dealing with the impact of student assignment on teacher evaluations and how teacher evaluation measures are best combined. Download the Policy Brief Read the Press Release Failure is Not an Option: How Principals, Teachers, Students, and Parents from Ohio’s High-Achieving, High Poverty Schools Explain Their Success Publication Date January 15, 2013 Authors Mark Paige, UMass Dartmouth Research Areas Assessment & Accountability Publication Type Think Twice Summary The report attempts to explain how principals, teachers, students, and parents sustain effective practices and what helps them to weather tough times. The report was compiled through interviews with nine high-achieving, high-poverty schools in Ohio and offers a description of key attributes and possible recommendations. Download the Policy Brief Read the Press Release Our Immense Achievement Gap: Embracing Proven Remedies While Avoiding a Race-Based Recipe for Disaster Publication Date March 29, 2012 Authors Susan Eaton, Harvard University Research Areas Assessment & Accountability Publication Type Think Twice Summary This report claims that desegregation has failed and criticizes efforts to reduce concentrated poverty and achieve racial and socioeconomic integration in schools and housing in Minnesota. Download the Policy Brief Read the Press Release Review of The Long-Term Impact of Teachers: Teacher Value-Added and Student Outcomes in Adulthood Publication Date February 16, 2012 Authors Dale Ballou, Vanderbilt University Research Areas Governance & Public Education; Teacher Workforce; Assessment & Accountability Publication Type Think Twice Summary This report concludes that teachers whose students show high gains on standardized test scores continue to have a positive impact on the students later in the form of reduced teenage pregnancy rates, increased college attendance and increased future earnings. Ballou's review acknowledges that the report is impressive in many ways, but that important tests for bias were omitted and it failed to account for external factors which could impact test scores such as good parenting. Download the Policy Brief Read the Press Release What's Trust Got to Do With It? A Communications and Engagement Guide for School Leaders Tackling the Problem of Persistently Failing Schools Publication Date February 7, 2012 Authors William J. Mathis, University of Colorado-Boulder Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary This report offers strategies for building public and parental support for federal school turnaround strategies. Download the Policy Brief Read the Press Release Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, and Teacher Assignments Publication Date November 29, 2011 Authors Patrick J. McEwan, Wellesley College Research Areas Assessment & Accountability Publication Type Think Twice Summary This report examines three school organizational reforms – moving from middle schools to K-8 schools, delaying the start time of high school classes and increasing teacher specialization by grade and subject. 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Technology & AI Review of A New Direction for Students in an AI World: Prosper, Prepare, Protect Publication Date March 12, 2026 Authors Mary Burns, Rebecca Winthrop, Natasha Luther, Emma Venetis, and Rida Karim; William R. Penuel, University of Colorado Boulder Research Areas Technology & AI Publication Type Think Twice Summary A recent Brookings Institution report synthesizes findings from a year-long study of generative artificial intelligence (AI) in education, concluding that its potential harms to young people's learning and development currently outweigh its benefits. Download the Policy Brief Read the Press Release Review of Productive Struggle: How Artificial Intelligence is Changing Learning, Effort, and Youth Development in Education Publication Date October 21, 2025 Authors Amy Chen Kulesa, Marisa Mission, Michelle Croft, and Mary K. Wells; Thomas M. Philip, University of California, Berkeley Research Areas Technology & AI Publication Type Think Twice Summary A recent report from Bellwether considers the role of generative AI (GenAI) in education, posing the question: When does the ease afforded by GenAI enable deeper learning, and when is ease merely a shortcut with hidden costs? Download the Policy Brief Read the Press Release Fit for Purpose? How Today’s Commercial Digital Platforms Subvert Key Goals of Public Education Publication Date September 25, 2025 Authors Faith Boninger, University of Colorado Boulder; T. Philip Nichols, Baylor University Research Areas Technology & AI; Equity & Civil Rights; Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary A new policy brief, Fit for Purpose? How Today's Commercial Digital Platforms Subvert Key Goals of Public Education, by Faith Boninger of the University of Colorado Boulder and T. Philip Nichols of Baylor University, reviews research examining key pedagogical, logistical, and ethical implications of ed tech platforms for schools. The brief's analysis of these implications leads to recommendations for teachers, school leaders, and policymakers on how to govern its use. Download the Policy Brief Read the Press Release Review of Learning Systems: Shaping the Role of Artificial Intelligence in Education Publication Date November 26, 2024 Authors Amy Chen Kulesa, Michelle Croft, Brian Robinson, Mary K. Wells, Andrew J. Rotherham, and John Bailey; T. Philip Nichols, Baylor University Research Areas Technology & AI; Governance & Public Education Publication Type Think Twice Summary A recent three-part report from Bellwether explores the growing role of artificial intelligence (AI) in K-12 education and offers recommendations for policymakers and practitioners to navigate this emerging landscape. Download the Policy Brief Read the Press Release Review of Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale Publication Date June 13, 2024 Authors Jake Bryant, Felipe Child, Ezgi Demirdag, Emma Dorn, Stephen Hall, Kartik Jayaram, Charag Krishnan, Cheryl Lim, Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis, Doug; Clara Fontdevila, University of Glasgow; Antoni Verger, Universitat Autònoma de Barcelona; and Adrián Zancajo, Universitat Autònoma de Barcelona Research Areas Governance & Public Education; Technology & AI; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary McKinsey & Company released a new global report on education that provides guidelines for policy reforms and governance strategies offered as promoting significant and sustained improvement in students’ learning outcomes. A review of the report, however, identified weaknesses likely to compromise the robustness of its conclusions. Download the Policy Brief Read the Press Release Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good Publication Date March 5, 2024 Authors Ben Williamson, University of Edinburgh; Alex Molnar, University of Colorado Boulder; Faith Boninger of the University of Colorado Boulder Research Areas Technology & AI; Equity & Civil Rights; Curriculum & Instruction Publication Type Policy Brief Summary A new NEPC policy brief, Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good, warns of the dangers of unregulated AI in schools, highlighting democracy and privacy concerns. Authors Ben Williamson of the University of Edinburgh, and Alex Molnar and Faith Boninger of the University of Colorado Boulder, examine the evidence and conclude that the proliferation of AI in schools jeopardizes democratic values and personal freedoms. Download the Policy Brief Read the Press Release The Conflict Over Parents' Rights Publication Date January 16, 2024 Authors Vivian Hamilton, William & Mary Law School Research Areas Technology & AI; Equity & Civil Rights; Curriculum & Instruction; Governance & Public Education Publication Type Policy Brief Summary A vocal minority of parents has, over the past couple years, invoked the idea of "parents rights" to demand curricular and policy changes that affect not only their own children, but all children within reach of those changes. These parents have, for example, sought to alter history curricula on slavery and race, to dictate how (and whether) schools teach about sexual orientation and gender identity, to remove books in school library collections, and to set school policies relating to transgender students. Interestingly, the most vocal parents taking part in campaigns for parents’ rights tend to see themselves as standing against the state and its schools, instead of standing inside a democratic community that strives for inclusive participation, informed inquiry, and respectful deliberation among the members of the community. In a new NEPC policy brief, The Conflict Over Parents' Rights, Professor Vivian Hamilton of William & Mary Law School details the politicization of parents’ rights and specific rights and responsibilities of various stakeholders, and she explains how competing rights of parents and schools can be reasonably aligned in practice. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2023 Publication Date May 11, 2023 Authors Alex Molnar, Gary Miron, Shelby Hagle, Charisse Gulosino, Bryan Mann, Luis Huerta, Jennifer King Rice, Amanda Glover, and Kayla Bill Research Areas Technology & AI Publication Type Policy Brief Summary Virtual Schools in the U.S. 2023 provides a scholarly analysis of the characteristics and performance of publicly funded K-12 virtual schools. It reviews the available research on virtual school practices, examines recent state legislative efforts, and provides policy recommendations. Download the Policy Brief Read the Press Release Consumer-Oriented School Rating Systems and Their Implications for Educational Equity Publication Date April 13, 2023 Authors Jeanne M. Powers, Arizona State University Research Areas School Funding; Technology & AI; Equity & Civil Rights Publication Type Policy Brief Summary Professor Powers describes the growing evidence base about these rating systems, their purpose purportedly being to help families navigate increasingly complex school choice options. One consistent research finding is that schools’ ratings, or the measures that comprise school ratings, are associated with schools’ demographic characteristics, such as students’ race/ethnicity and socioeconomic status. The association between ratings and demographics is stronger for status metrics (or measures of a school’s performance at a specific moment in time) and weaker but still influential for growth metrics (or measures of a school’s performance trends over time). Status metrics tend to generate lower ratings for racially diverse schools, while growth metrics tend to generate higher ratings for them. School demographics also shape the way parents and other stakeholders respond to surveys or provide descriptive comments about schools. Download the Policy Brief Read the Press Release Review of The Economic Cost of the Pandemic: State by State Publication Date March 7, 2023 Authors Eric A. Hanushek; Clive Belfield, Queens College, City University of New York Research Areas School Funding; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recent Hoover Institution report by Eric Hanushek presents a calculation of the future learning-related economic burden resulting from the COVID-19 pandemic. It projects a large and persistent economic loss by using a set of assumptions about the link between reduced student achievement levels and earnings, but in doing so fails to consider several factors. Download the Policy Brief Read the Press Release Review of For-Profit Charter Schools: An Evaluation of Their Spending and Outcomes Publication Date December 1, 2022 Authors Stéphane Lavertu and Long Tran; Joshua Cowen, Michigan State University Research Areas School Funding; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute examines academic outcomes in Ohio’s nonprofit and for-profit charter schools. It also explores whether differences in contracted services in for-profits appear to correlate with differences in their outcomes. Download the Policy Brief Read the Press Release Pandemic Educational Models Remain Unproven Publication Date October 18, 2022 Authors Christopher Doss, Elizabeth Steiner, Bryan C. Hassel; Bryan Mann of the University of Kansas Research Areas Equity & Civil Rights; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary In response to unsafe conditions and school closures, families across the U.S. experimented early in the COVID-19 pandemic with new educational models. Two recent publications from the Center on Reinventing Public Education (CRPE) describe two related strategies that exemplify such experimentation: microschools and learning pods. However, a review recommends that neither report should be used to guide policy and practice. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2021 Publication Date May 6, 2021 Authors Alex Molnar, Gary Miron, Michael Barbour, Luis Huerta, and Jennifer King Rice Research Areas Technology & AI Publication Type Policy Brief Summary Virtual Schools in the U.S. 2021 provides vital scholarly analyses of virtual schools at a time of increased enthusiasm for moving schooling online, nationally and internationally. The report examines the characteristics and performance of full-time, publicly funded K-12 virtual schools. It also reviews the relevant available research related to virtual school practices, provides an overview of recent state legislative efforts to craft virtual school policy, and offers policy recommendations based on the available evidence. Download the Policy Brief Read the Press Release Review of 2020 Teacher Prep Review: Clinical Practice and Classroom Management Publication Date March 16, 2021 Authors Laura Pomerance and Kate Walsh; Jamy Stillman and Katherine Schultz, University of Colorado Boulder Research Areas Technology & AI; Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary The authors of the NCTQ report reviewed over 2,400 programs, including what NCTQ terms "traditional" and "alternative" programs in two areas: clinical practice and classroom management. Only 3% of traditional programs received the highest grade for their approaches to clinical practice, signaling their compliance with the internal standards set by NCTQ. Asserting that a "positive" environment is the product of classroom management, the report offers as a major conclusion that there was a 26% increase in the number of programs that taught five specific classroom management strategies Download the Policy Brief Read the Press Release Review of Remote Learning Is Here to Stay Publication Date February 16, 2021 Authors Heather L. Schwartz, David Grant, Melissa Diliberti, Gerald P. Hunter, and Claude Messan Setodji; David Garcia, Arizona State University Research Areas Technology & AI Publication Type Think Twice Summary The RAND Corporation recently released a report based on a national survey of school district superintendents and charter management organization (CMO) directors (or their designees) about their experiences navigating the COVID-19 pandemic. Download the Policy Brief Read the Press Release Review of The Third Way: A Guide to Implementing Innovation Schools Publication Date January 21, 2021 Authors Tressa Pankovits, David Osbourne; Carrie Sampson, Arizona State University; Sarah Diem, University of Missouri Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; Technology & AI; School Funding Publication Type Think Twice Summary The Progressive Policy Institute recently published a "how-to" guide for entities such as charter management companies that seek to develop innovation schools in urban communities. Download the Policy Brief Read the Press Release Review of Creating Strong Building Blocks for Every Student: How Middle Schools Can Lay the Foundation for Rigorous High School Pathways Publication Date December 8, 2020 Authors Meg Benner and Scott Sargrad; Marisa Saunders, UCLA Center for Community Schooling, and Cynthia Estrada, UCLA Graduate School of Education & Information Studies Research Areas Technology & AI; Community Schools Publication Type Think Twice Summary Creating Strong Building Blocks for Every Student: How Middle Schools Can Lay the Foundation for Rigorous High School Pathways, a recent report from the Center of American Progress, offers a set of recommendations for middle school career and technical education (CTE) programs. Download the Policy Brief Read the Press Release Review of Student Assessment During COVID-19 Publication Date October 29, 2020 Authors Laura Jimenez; Gene V Glass, San José State University, William J. Mathis, University of Colorado Boulder Research Areas Assessment & Accountability; Technology & AI Publication Type Think Twice Summary Student Assessment During COVID-19, a recent report from the Center for American Progress (CAP), argues that there should be no waivers of the federally mandated administration of standardized tests in spring 2021.In its report, CAP sides with the Department of Education’s policy of denying requests for waivers, and it calls for additional assessments that “capture multiple aspects of student well-being, including social-emotional needs, engagement, and conditions for learning” as well as supplementary gathering of student information. Download the Policy Brief Read the Press Release Review of: Making Next Year Count: Equity in School Accountability Publication Date October 15, 2020 Authors Alex Spurrier, Chad Aldeman, Jennifer O'Neal Schiess, and Andrew J. Rotherham; Edward J. Fuller, Penn State University Research Areas Assessment & Accountability; Technology & AI Publication Type Think Twice Summary The series correctly concludes that state accountability systems have not improved student achievement or closed achievement gaps over the last decade. Despite this conclusion, however, the series puzzlingly insists that state testing and accountability systems must be reinstated in 2020-21 and must focus on schools with the lowest performance levels. Download the Policy Brief Read the Press Release Review of Special Education and Distance Learning: Supporting Students Through the Pandemic Publication Date September 17, 2020 Authors Patricia Levesque; Elizabeth B. Kozleski, Stanford University Research Areas Technology & AI; School Funding Publication Type Think Twice Summary A brief published earlier this summer by ExcelinEd provides recommendations to education policy leaders for the delivery of special education services during the COVID-19 school closures. Download the Policy Brief Read the Press Release Big Claims, Little Evidence, Lots of Money: The Reality Behind the Summit Learning Program and the Push to Adopt Digital Personalized Learning Programs Publication Date June 25, 2020 Authors Faith Boninger, Alex Molnar, and Christopher Saldaña, University of Colorado Boulder Research Areas Assessment & Accountability; School Choice & Vouchers; Technology & AI Publication Type Policy Brief Summary Despite a lack of evidence that it is effective, the Summit Learning Program, propelled by a flood of Silicon Valley money, continues to spread. Download the Policy Brief Read the Press Release Review of Financial Crisis Looming for K-12 Schools? Flexibility Needed, Not Bailouts Publication Date May 7, 2020 Authors Jonathan Butcher; Jack Schneider, University of Massachusetts Lowell Research Areas Technology & AI; School Funding; Teacher Workforce Publication Type Think Twice Summary A new report from the Heritage Foundation argues that public education special interest groups, particularly teachers' unions, are detrimentally promoting excessive federal relief for education. Such spending, the report suggests, will come at the immediate expense of priorities like national defense. Download the Policy Brief Read the Press Release Review of Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19 Publication Date April 7, 2020 Authors Jonathan Butcher; Kevin Welner, CU Boulder Research Areas Technology & AI Publication Type Think Twice Summary A new report from the Mercatus Center argues that, in response to the COVID-19 pandemic, education budgets should be reallocated toward investments in virtual schools. It describes the pandemic as presenting Americans with the opportunity to see the benefits of virtual schooling, which "could change education content delivery forever, making instruction more flexible and suited to the needs of each individual student." Download the Policy Brief Read the Press Release Tracking and the Future of Career and Technical Education: How Efforts to Connect School and Work Can Avoid the Past Mistakes of Vocational Education Publication Date February 24, 2020 Authors Emily Hodge, Montclair State University; Shaun Dougherty, Vanderbilt University; Dr. Carol Burris, Executive Director of the Network for Public Education Research Areas Technology & AI Publication Type Policy Brief Summary The brief examines the tension that has often arisen between the desire to link learning to post-high-school work and the desire to avoid low academic expectations for students perceived as unlikely to attend college. The brief’s authors explore the question of how schools might meaningfully support career exploration and preparation, while avoiding the tendency of prior vocational education to disproportionately sort students into distinct tracks by ethnic, racial, and/or socioeconomic characteristics. Download the Policy Brief Read the Press Release Despite Serious Problems and a Lack of Research Support, Virtual Schools Continue to Spread as Policymakers Remain AWOL Publication Date May 29, 2019 Authors Alex Molnar, Series Editor University of Colorado, Boulder Research Areas Governance & Public Education; Technology & AI Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2019 Publication Date May 28, 2019 Authors Alex Molnar, Gary Miron, Najat Elgeberi, Michael K. Barbour, Luis A. Huerta, Sheryl Rankin Shafer, and Jennifer King Rice Research Areas Technology & AI Publication Type Policy Brief Summary As proponents continue to make the case that virtual education can expand student choices and improve the efficiency of public education, full-time virtual schools have attracted a great deal of attention. Advocates contend that this potential for individualization allows virtual schools to promote greater student achievement than can be realized in traditional brick-and-mortar schools. NEPC researchers found, however, that the research evidence does not support this claim. This three-part brief provides disinterested scholarly analyses of the characteristics and performance of full-time, publicly funded K-12 virtual schools; reviews the relevant available research related to virtual school practices; provides an overview of recent state legislative efforts to craft virtual schools policy; and offers policy recommendations based on the available evidence. Download the Policy Brief Read the Press Release How School Privatization Opens the Door for Discrimination Publication Date December 6, 2018 Authors Julie F. Mead, University of Wisconsin Suzanne E. Eckes, Indiana University Research Areas Charter Schools; School Funding; Technology & AI Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Hard Work and Soft Skills: The Attitudes, Abilities, and Character of Students in Career and Technical Education Publication Date June 14, 2018 Authors Albert Cheng and Collin Hitt; James Rosenbaum Research Areas Technology & AI Publication Type Think Twice Summary A new report from the American Enterprise Institute shows that students in Career and Technical Education programs demonstrate better outcomes than students with similar test scores in academic programs. Download the Policy Brief Read the Press Release Full-Time Virtual and Blended Schools: Enrollment, Student Characteristics, and Performance Publication Date May 1, 2018 Authors Gary Miron, Christopher Shank, & Caryn Davidson, Western Michigan University; and Alex Molnar, University of Colorado Boulder. Research Areas Technology & AI Publication Type Policy Brief Summary This report seeks to provide relevant evidence to inform and guide options that policy makers should consider as they work to address prevalent concerns about the country’s virtual and blended school sectors. The Full-Time Virtual and Blended Schools: Enrollment, Student Characteristics, and Performance report is the sixth in an annual series of research briefs on the fast-growing U.S. virtual school sector. This year’s report provides a comprehensive directory of the nation’s full-time virtual and blended learning providers. The report finds both virtual and blended schools have not been as successful as traditional public schools. Despite this lackluster performance, virtual school enrollment has continued to grow. The report found evidence suggesting that several factors are key to the poor performance of virtual schools, including large school sizes and large student-to-teacher ratios. Download the Policy Brief Read the Press Release When Degree Programs for Pre-K Teachers Go Online: Challenges and Opportunities Publication Date January 18, 2018 Authors Shayna Cook; Beth Graue and Erica Ramberg, University of Wisconsin-Madison Research Areas Teacher Workforce; Technology & AI Publication Type Think Twice Summary A recent report from New America sought to explore the impact of online degree programs for early childhood (EC) educators. The report argued that online degree programs had the potential to professionalize pre-K teachers. The report claimed that flexible online bachelor’s programs could facilitate degree completion, increase the overall quality of EC educators, and raise salaries for pre-K teachers. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2017 Publication Date April 11, 2017 Authors Alex Molnar, Gary Miron, Charisse Gulosino, Christopher Shank, Caryn Davidson, Michael K. Barbour, Luis A. Huerta, Sheryl Rankin Shafer, Jennifer King Rice, and David Nitkin Research Areas Technology & AI Publication Type Policy Brief Summary In the five years since the first NEPC Annual Report on Virtual Education was released in 2013, virtual education continues to be a focal point for policymakers. Proponents argue that virtual education can expand student choices and improve the efficiency of public education. In particular, full-time virtual schools (also sometimes referred to as virtual charter schools, virtual academies, online schools or cyber schools) have attracted a great deal of attention. Many believe that online curriculum can be tailored to individual students more effectively than curriculum in traditional classrooms, giving it the potential to promote greater student achievement than can be realized in traditional brick-and-mortar schools. Further, the promise of lower costs—primarily for instructional personnel and facilities—makes virtual schools financially appealing to both policymakers and for-profit providers. The 2017 NEPC Annual Report contributes to the existing evidence related to virtual education, and so to debates surrounding it. It provides objective analysis of the characteristics and performance of full-time, publicly funded K-12 virtual schools; available research on virtual school practices and policy; and an overview of recent state efforts to craft new policy. Download the Policy Brief Read the Press Release Reimagining Learning: A Big Bet on the Future of American Education Publication Date March 7, 2017 Authors Stacey Childress and Meghan Amrofell; Jeffrey W. Snyder, Cleveland State University Research Areas Governance & Public Education; Technology & AI Publication Type Think Twice Summary A recent report from the NewSchools Venture Fund offered a thought experiment on how philanthropists can help accelerate efforts to reimagine school. It suggested that philanthropic investment should make a “big bet” on innovative models. It called for a total investment of $4 billion over 10 years through three key areas: (1) creating new schools and redesigning existing ones; (2) supporting targeted technology innovation; and (3) launching a campaign to foster understanding and demand for innovative education models. Download the Policy Brief Read the Press Release Virtual Schools Report 2016: Directory and Performance Review Publication Date April 20, 2016 Authors Gary Miron, Western Michigan University Charisse Gulosino, University of Memphis Research Areas Technology & AI Publication Type Policy Brief Summary The Virtual Schools Report 2016: Directory and Performance Review report is the fourth in an annual series of research briefs on the fast-growing U.S. virtual school sector. This year’s report provides a comprehensive directory of the nation’s full-time virtual and blended learning providers. The report finds little research has examined the inner workings of these schools. Also, the report finds that students attending these schools differ from those in traditional public schools, and the school outcomes are consistently below traditional public schools. Download the Policy Brief Read the Press Release Marshall Jean, University of Chicago Publication Date April 18, 2016 Authors Rosa Pazhouh, Robin Lake, Larry Miller; Gary Miron, Western Michigan University Research Areas Governance & Public Education; Technology & AI Publication Type Think Twice Summary A study from the Center for Reinventing Public Education (CRPE), an organization that often advocates for charter schools, attempted to provide an in-depth analysis of policy features across the states that allow for online charter schools. The report concluded that online charter schools should use a separate regulatory framework than brick-and-mortar charter schools. The report is part of a series of three, which were sponsored by the Walton Foundation. Download the Policy Brief Read the Press Release Increasing Education: What it Will and Will Not Do for Earnings and Earnings Inequality Publication Date May 18, 2015 Authors Brad Hershbein, Melissa S. Kearney, and Lawrence H. Summers; Marvin Lazerson, Central European University and University of Pennsylvania; and Ryan Pfleger, University of Colorado Boulder Research Areas Technology & AI; Governance & Public Education; General / Needs Review Publication Type Think Twice Summary A recent report from the Hamilton Project sought to study how public investment in education will further long-term prosperity, economic growth, and individual economic security. The inquiry focused on whether or not a bachelor’s degree or higher education would increase economic prosperity and reduce economic inequality. Download the Policy Brief Read the Press Release Virtual Schooling and Student Learning: Evidence from the Florida Virtual School Publication Date October 28, 2014 Authors Matthew M. Chingos and Guido Schwerdt; Michael K. Barbour, Sacred Heart University Research Areas Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recently released paper from the Harvard Kennedy School attempted to compare the performance of students at the Florida Virtual School (FLVS) to students in traditional brick-and-mortar schools. The paper concluded that FLVS students performed about the same or somewhat better on state tests and at a lower cost. Download the Policy Brief Read the Press Release Updating Career and Technical Education for the 21st Century Publication Date March 18, 2014 Authors Kristen Nye Larson; Marisa Saunders and Jaime L. Del Razo, Annenberg Institute for School Reform at Brown University Research Areas Technology & AI Publication Type Think Twice Summary A recent publication from the Lexington Institute makes the claim that schools are failing to unleash the potential of Career and Technical Education (CTE). The report claims that too many CTE programs offered by today's high schools are outdated and fail to produce 21st century workplace skills. The report showcased effective CTE models underway in the U.S. and suggests elements for replication in other schools. It identified three strategies for replication: (1) partnerships with businesses; (2) improved accountability measures; and (3) innovative curriculum options. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence Publication Date March 4, 2014 Authors Alex Molnar, University of Colorado Boulder (editor) Gary Miron, Western Michigan University Luis Huerta, Teachers College, Columbia University Jennifer King Rice, University of Maryland Michael Barbo Research Areas Technology & AI Publication Type Policy Brief Summary Second annual virtual schools report cautions against unchecked expansion: As virtual education has become a focal point for policymakers interested in expanding educational choices and improving the efficiency of public education, virtual schools have attracted a great deal of attention. In 2013, the National Education Policy Center (NEPC), with funding from the Great Lakes Center for Education Research and Practice, released the first of a planned series of annual reports on the policy issues that virtual schools raise, the available research evidence on K-12 virtual teaching and learning, and the performance of such virtual schools. The second report on virtual education in the U.S. is released today. Download the Policy Brief Read the Press Release Determining Funding for Online Schools Publication Date October 15, 2013 Authors Bruce D. Baker, Rutgers University Justin Bathon, University of Kentucky Research Areas School Funding; Technology & AI Publication Type Policy Brief Summary How much do online schools cost? A new brief investigates the funding of online education and virtual schools and provides a new, unified conceptual approach to funding online education. As supplemental online education and full-time virtual schools become more prominent in education, policymakers must address the key challenge of determining a fair and effective way to allocate funds for these institutions. Policymakers should develop new funding formulas based on the actual costs of operating virtual schools and link funding to accountability so cost-effectiveness can be determined. Bruce Baker of Rutgers University and Justin Bathon of the University of Kentucky provide tenets of a reformed online school financing system, designed to serve as a practical guide for state and local subsidies. Model legislation, based on their recommendations, is also provided. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence Publication Date May 2, 2013 Authors Alex Molnar, University of Colorado Boulder (editor) Gary Miron, Western Michigan University Luis Huerta, Teachers College, Columbia University Jennifer King Rice, University of Maryland Larry Cuban, Research Areas Governance & Public Education; Technology & AI Publication Type Policy Brief Summary Major virtual schools report uncovers underperforming schools: In the last decade, virtual schools have expanded rapidly although there is little data to support their growth. The National Education Policy Center (NEPC), with funding from the Great Lakes Center for Education Research and Practice, released the first of a planned series of annual reports on the performance of virtual schools, the policy issues that virtual schools raise, and the available research evidence on virtual education. Authors urge policymakers to slow or stop the growth of these schools until more research is done and accountability measures can be put into place. Download the Policy Brief Read the Press Release Teachers in the Digital Age of Digital Instruction: Creating sound policy for digital learning Publication Date April 3, 2012 Authors Luis A. Huerta, Teachers College, Columbia University Research Areas Curriculum & Instruction; Technology & AI Publication Type Think Twice Summary Teachers in the Digital Age of Digital Instruction: Creating sound policy for digital learning Download the Policy Brief Read the Press Release Overcoming the Governance Challenge in K-12 Online Learning Publication Date March 22, 2012 Authors Michael K. Barbour, Wayne State University Research Areas Technology & AI Publication Type Think Twice Summary This report provides steps to move the governance of K-12 online learning from the local level to the less restrictive state level and to create a free market for corporate innovation in K-12 online learning. Download the Policy Brief Read the Press Release The Costs of Online Learning Publication Date March 6, 2012 Authors Jennifer King Rice, University of Maryland Research Areas School Funding; Technology & AI Publication Type Think Twice Summary This report analyzes the cost drivers of virtual and blended-learning schools compared to traditional brick-and-mortar schools and determines that it's far cheaper for students to be education online. Download the Policy Brief Read the Press Release Online K-12 Schooling in the U.S.: Uncertain Private Ventures in Need of Public Regulation Publication Date October 25, 2011 Authors Gene V Glass and Kevin G. Welner (Policy Brief) Justin Bathon (Model Legislation) Research Areas Technology & AI Publication Type Policy Brief Summary This policy brief focuses on virtual schooling, the fastest growing alternative to traditional K-12 education in the U.S.. The expansion in virtual schools (especially full-time virtual schools) is taking place despite the absence of any data on the effectiveness of full-time cyber programs and with little government oversight. The authors offer recommendations for state legislators and other policymakers. These recommendations are contained in model legislation which accompanies the policy brief. Download the Policy Brief Read the Press Release Linking Learning to the 21st Century: Preparing All Students for College, Career, and Civic Participation Publication Date April 7, 2011 Authors Marisa Saunders, UCLA, Institute for Democracy, Education and Access Christopher A. Chrisman, Holland & Hart LLP Research Areas Governance & Public Education; General / Needs Review; Technology & AI Publication Type Policy Brief Summary A strong " Linked Learning" curriculum is a way to prepare students for both college and careers while rejecting a tracking system that provides academic preparation for some students but only vocational preparation to others. This policy brief highlights the potential of this high school curriculum reform. The first half of the brief explains the key elements of an effective "Linked Learning" curriculum. The second half translates these elements into statutory language, concretely providing the details necessary to move forward with this important reform. This policy brief is an update of the policy brief "Multiple Pathways" which was released in 2008. Download the Policy Brief Read the Press Release The Realities of K-12 Virtual Education Publication Date April 20, 2009 Authors Gene V Glass, Arizona State University Research Areas Technology & AI Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release sign up for emails Get the latest K-12 education policy research delivered straight to your inbox!

Community Engagement Youth Engagement in Collective Impact Initiatives: Lessons from Promise Neighborhoods Publication Date March 30, 2021 Authors Jessica Shakesprere, Mica O'Brien, and Eona Harison; Dana Mitra, Penn State University Research Areas Community Schools; Governance & Public Education; General / Needs Review Publication Type Think Twice Summary When youth engage in collective-impact strategies, they have the potential to strengthen the design, implementation, and outcomes of school decision-making. A recent Urban Institute report takes up this important topic, examining what youth engagement initiatives look like within a broader reform structure. It presents a continuum of youth involvement-focused on issues of support, input, and leadership. Download the Policy Brief Read the Press Release Review of Creating Strong Building Blocks for Every Student: How Middle Schools Can Lay the Foundation for Rigorous High School Pathways Publication Date December 8, 2020 Authors Meg Benner and Scott Sargrad; Marisa Saunders, UCLA Center for Community Schooling, and Cynthia Estrada, UCLA Graduate School of Education & Information Studies Research Areas Technology & AI; Community Schools Publication Type Think Twice Summary Creating Strong Building Blocks for Every Student: How Middle Schools Can Lay the Foundation for Rigorous High School Pathways, a recent report from the Center of American Progress, offers a set of recommendations for middle school career and technical education (CTE) programs. Download the Policy Brief Read the Press Release Community Schools: An Evidence-Based Strategy for Equitable School Improvement Publication Date June 5, 2017 Authors Jeannie Oakes, National Education Policy Center and the Learning Policy Institute; Anna Maier, LPI; and Julia Daniel, NEPC. Research Areas Assessment & Accountability; Community Schools; Governance & Public Education Publication Type Policy Brief Summary A new policy brief, co-produced by the National Education Policy Center (NEPC) and the Learning Policy Institute (LPI), explores the research on community schools. Community schools represent a partnership and school improvement strategy to integrate resources provided by community agencies and local government for improved student learning, stronger families, and healthier communities. According to the authors, community schools are strongly supported by research, and can be a particularly important strategy for transforming high-poverty schools. Further research on community schools and the conditions required for successful implementation is needed. Download the Policy Brief Read the Press Release sign up for emails Get the latest K-12 education policy research delivered straight to your inbox! Read More

Think Twice Think Twice compiles public education-related policy reports, research and articles of interest to policymakers, educators and stakeholders. Our goal is to share information that could be used to support or undermine the work of our subscribers in supporting public schools. Decoding Progress in Reading Preparation (National Council on Teacher Quality, June 2026) Publication Date August 11, 2026 Authors Elena Aydarova, University of Wisconsin-Madison Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary This review examines a National Council on Teacher Quality report on elementary teacher preparation for reading instruction and concludes that its recommendations are not supported by rigorous evidence. The review argues that the report relies on outdated research, flawed methodology, and apparent conflicts of interest, and cautions policymakers against using it to guide teacher preparation or literacy policy. Download the Policy Brief Read the Press Release Navigating the Math Wars: A Practical Guide to the Divides and Debates Influencing Math Instruction Publication Date July 28, 2026 Authors Deborah Loewenberg Ball, University of Michigan Research Areas Curriculum & Instruction; Teacher Workforce; Public Education Publication Type Think Twice Summary The review examines current debates over math instruction and argues that a report intended to clarify them instead reinforces polarization and lacks sufficient nuance about classroom practice. Download the Policy Brief Read the Press Release Sifting Through the Mississippi Evidence Publication Date July 14, 2026 Authors Gregory Camilli, Professor Emeritus at Rutgers University Research Areas Assessment & Accountability; Early Childhood; Curriculum & Instruction Publication Type Think Twice Summary New review uses Progressive Policy Institute report as starting point to try to better understand the impact of literacy reforms and other factors that may have influenced the state's NAEP fourth-grade reading scores. Download the Policy Brief Read the Press Release Review of The Economic Impact from Colorado's Choice to Participate in the "Education Freedom Tax Credit" Provision in the One Big Beautiful Bill Act Publication Date May 21, 2026 Authors Thomas Young and Jimena Sanchez; Joydeep Roy, Teachers College, Columbia University Research Areas School Funding; Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary The Common Sense Institute recently published a report declaring large potential benefits of the federal education tax-credit voucher program created through President Trump's One Big Beautiful Bill. However, the report's claims about the improvements the program would create for Colorado are unlikely to materialize. Download the Policy Brief Read the Press Release Review of Beyond Race: What Really Drives Wisconsin's Achievement Gap Publication Date May 12, 2026 Authors Will Flanders; Jaekyung Lee, University at Buffalo Research Areas Equity & Civil Rights; Assessment & Accountability; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law and Liberty (WILL) highlights stark achievement gaps between White and Black students in Wisconsin, particularly in elementary-level English language arts and reading. While the report deserves credit for bringing attention to this important issue, its analysis is incomplete and misleading. Download the Policy Brief Read the Press Release Review of Who's on Board? School Boards and Political Representation in an Age of Conflict Publication Date March 26, 2026 Authors David M. Houston and Michael T. Hartney; Carrie Sampson, Arizona State University; Jeanne M. Powers, Arizona State University Research Areas Equity & Civil Rights Publication Type Think Twice Summary A recent Fordham Institute report surveys more than 5,000 school board members across over 3,000 districts, finding they are disproportionately White, college educated, and often current or former teachers, with politics and beliefs that largely mirror both the U.S. public and their local communities. Download the Policy Brief Read the Press Release Review of A New Direction for Students in an AI World: Prosper, Prepare, Protect Publication Date March 12, 2026 Authors Mary Burns, Rebecca Winthrop, Natasha Luther, Emma Venetis, and Rida Karim; William R. Penuel, University of Colorado Boulder Research Areas Technology & AI Publication Type Think Twice Summary A recent Brookings Institution report synthesizes findings from a year-long study of generative artificial intelligence (AI) in education, concluding that its potential harms to young people's learning and development currently outweigh its benefits. Download the Policy Brief Read the Press Release Review of NEPC Review: Estimating the LongRun Impact of a Universal ESA Program in Mississippi Publication Date February 24, 2026 Authors Martin Lueken and Michael Q. McShan; David S. Knight, University of Washington Research Areas School Funding; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice estimates the long-term economic returns of a universal education savings account (ESA) policy in Mississippi. ESA policies provide taxpayer dollars to households that decline to send their children to public schools, allowing those funds to be used for private school tuition or other educational expenses. As ESAs and similar school choice programs expand rapidly across the country, rigorous research is essential to inform sound, evidence-based policymaking. Download the Policy Brief Read the Press Release Review of Redrawing the Lines: How Purposeful School System Redistricting Can Increase Funding Fairness and Decrease Segregation Publication Date January 29, 2026 Authors Christopher Cleveland, Brown University; Joshua Almes, Brown University Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary A recent New America report argues that states can advance educational equity by redrawing school district boundaries to reduce within-state fiscal and demographic disparities. While the analysis has some methodological limitations, it offers policymakers a useful framework for understanding how existing district lines shape unequal access to resources. Download the Policy Brief Read the Press Release Review of Outmatched: Special Education Can't Solve Problems Rooted in the Education Delivery System Publication Date January 22, 2026 Authors Ashley Jochim and Alexander Kurz; Federico Waitoller, University of Illinois Chicago Research Areas Governance & Public Education; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary While special education in the United States has advanced civil rights and educational equity, persistent concerns about inequity, labeling, and segregation remain. A recent Center on Reinventing Public Education (CRPE) report proposes a dramatic restructuring of special education, arguing that rising identification rates and persistent achievement gaps stem from a general education system built for uniformity rather than diversity. Download the Policy Brief Read the Press Release Review of A State-Level Perspective on School Spending and Educational Outcomes Publication Date December 11, 2025 Authors Sarah Reber and Gabriela Goodman; Mark Weber, Rutgers University Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A large and growing body of high-quality research shows that increased school funding positively affects student outcomes. Yet, as compared to the effect of school funding reported in an authoritative meta-analysis, a new Brookings Institution report examining this relationship finds a much smaller (although still positive) effect. Download the Policy Brief Read the Press Release Review of ESA's in Arizona: Q3 2025 Report Publication Date December 4, 2025 Authors Glenn Farley; David Garcia, Arizona State University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Common Sense Institute (CSI) addresses two important policy questions about Arizona's Empowerment Scholarship Account (ESA) program: 1) how much the ESA program will cost in the upcoming year, and 2) what the demographic characteristics of ESA users are by household income and race/ethnicity. Download the Policy Brief Read the Press Release Review of Wisconsin's Most Cost-Effective K-12 Program Publication Date October 28, 2025 Authors School Choice Wisconsin; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As one of the nation's longest-running private school voucher initiatives, Wisconsin's program has drawn decades of research interest. A recent report from a think tank called School Choice Wisconsin considers the cost-effectiveness of voucher-receiving schools in Racine, Milwaukee, and across the state. Download the Policy Brief Read the Press Release Review of Productive Struggle: How Artificial Intelligence is Changing Learning, Effort, and Youth Development in Education Publication Date October 21, 2025 Authors Amy Chen Kulesa, Marisa Mission, Michelle Croft, and Mary K. Wells; Thomas M. Philip, University of California, Berkeley Research Areas Technology & AI Publication Type Think Twice Summary A recent report from Bellwether considers the role of generative AI (GenAI) in education, posing the question: When does the ease afforded by GenAI enable deeper learning, and when is ease merely a shortcut with hidden costs? Download the Policy Brief Read the Press Release Review of Let's Get Ready! Educating All Americans for Success Publication Date October 14, 2025 Authors Ryan Pfleger Research Areas Assessment & Accountability; Curriculum & Instruction; School Funding; General / Needs Review; School Choice & Vouchers Publication Type Think Twice Summary In late July, the National Governors Association released a report urging states to transform schools into stronger drivers of economic competitiveness. The report recommends that governors build public dashboards to track outcomes, align schools with workforce needs, and evaluate programs based on graduates' earnings potential. Download the Policy Brief Read the Press Release Review of Directional Signals: A New Analysis of the Evolving Private School Choice Landscape Publication Date September 30, 2025 Authors Bella DiMarco; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers Publication Type Think Twice Summary In recent years, at least a dozen states have created private school choice (aka voucher) programs that are universal—placing few or no restrictions on wealth or other factors that might limit which families can participate. A FutureEd report examines the expansion of such programs, and provides a generally useful, up-to-date compilation of basic facts and trends around universal voucher programs in 10 states. Download the Policy Brief Read the Press Release Review of Fiscal Factbook: 2025 Edition Publication Date September 4, 2025 Authors Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As enrollment in school privatization programs grows, right-wing ideological think tanks such as EdChoice have continued to argue that school vouchers and education savings accounts (ESAs) strengthen public school finances. Its Fiscal Factbook purports to find that voucher programs do not harm public school finances. The data presented in the report, however, fail to support its assertion. Download the Policy Brief Read the Press Release Review of Apples to Apples: The Definitive Look at School Test Scores in Milwaukee and Wisconsin for 2024 Publication Date June 10, 2025 Authors Will Flanders; Benjamin Shear, University of Colorado Boulder Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law & Liberty (WILL) examines publicly available test score data from Spring 2024 in Wisconsin to investigate the relative effectiveness and cost of school choice programs. Download the Policy Brief Read the Press Release Review of The Enrollment Decline Windfall Publication Date May 8, 2025 Authors Ben Scafidi, EdChoice; David E. DeMatthews and Jinseok Shin of the University of Texas at Austin Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary Most U.S. states continue to heavily rely on per-pupil funding models. Accordingly, projections of declining school-aged populations through 2030—combined with the rapid expansion of private school voucher policies—have raised serious concerns about the future adequacy of public school funding. A recent EdChoice report downplays these concerns. Download the Policy Brief Read the Press Release Review of The Persistence of Religious Discrimination in Publicly Funded Pre-K Programs Publication Date May 1, 2025 Authors Nicole Stelle Garnett, Tim Rosenberger, and J. Theodore Austin; Joshua Weishart, Suffolk University Law School Research Areas Early Childhood; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Manhattan Institute asserts that many religious pre-K providers are being unconstitutionally excluded from publicly funded education programs that remain open to other private schools. But incomplete research and methodological flaws render the report of relatively little value to policymakers or the public. Download the Policy Brief Read the Press Release Review of Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends Publication Date April 24, 2025 Authors Nat Malkus; Chris Domaleski, National Center for the Improvement of Educational Assessment Research Areas Assessment & Accountability; Governance & Public Education; School Funding Publication Type Think Twice Summary A recent American Enterprise Institute report does a good job of identifying and describing long-term trends in student performance using national and international assessment data. However, a review finds that the report then falls short in its attempts to analyze and understand the factors driving these trends. Download the Policy Brief Read the Press Release Review of Thousands Served: Students with Disabilities in Wisconsin’s Parental Choice Programs Publication Date April 8, 2025 Authors School Choice Wisconsin and the Wisconsin Institute for Law & Liberty; Maria M. Lewis, Pennsylvania State University; Julie F. Mead, University of Wisconsin-Madison Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary Scholars, advocates, and policymakers have long expressed the concern that many private schools receiving taxpayer subsidies through voucher programs would fail to serve children with disabilities. The Wisconsin Institute for Law and Liberty, in collaboration with School Choice Wisconsin, recent published a report challenging those concerns. Download the Policy Brief Read the Press Release Review of Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory Publication Date March 25, 2025 Authors Kenneth A. Shores and Sanford R. Student; Michael Russell, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; General / Needs Review; School Funding Publication Type Think Twice Summary The role of standardized test scores in college admissions is evolving, with many institutions shifting away from the SAT and ACT. In their absence, high school GPA has become the primary indicator of college readiness, though it doesn't account for course difficulty. A new Annenberg Institute report introduces "Transcript Strength," a measure designed to adjust GPA based on course rigor. While promising, the report acknowledges the approach requires further research and development. Download the Policy Brief Read the Press Release Review of Fiscal Effects of School Choice: The Costs and Savings of Private School Choice Programs in America Through FY 2022 Publication Date February 10, 2025 Authors Martin F. Lueken; Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The expansion of voucher programs, which provide taxpayer-financed subsidies for families enrolling students in private schools, has prompted a debate about their fiscal impact. A recent EdChoice report argues that these programs do not negatively affect public school finances and actually save taxpayers substantial sums of money. Today's review explains how this argument rings hollow. Download the Policy Brief Read the Press Release Review of Think Again: Are Education Programs for High Achievers Inherently Inequitable? Publication Date February 4, 2025 Authors Brandon L. Wright; Margaret Thornton, Rowan University Research Areas Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent Fordham Institute report analyzes several perceived threats to educational opportunities for students who score well on standardized tests and class grades. It contends that these threats come from those who are overly concerned about "equity" and who seek to undermine programs designed for these high-achieving students. Download the Policy Brief Read the Press Release Review of Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era Publication Date January 28, 2025 Authors Sofoklis Goulas; Sally A. Nuamah, Northwestern University Research Areas Governance & Public Education; Equity & Civil Rights; School Funding; School Choice & Vouchers Publication Type Think Twice Summary A recent Fordham Institute report argues that post-pandemic enrollment declines will inevitably force districts to make the controversial decision to close some schools. Embracing this possibility, it provides dual criteria of substantial declines in enrollment and chronic low performance as indicators of which schools should be closed first, naming nearly 500 specific schools that meet the criteria. Download the Policy Brief Read the Press Release Review of Resource Realities: A Comparative Analysis of Charter and District School Funding in Washington, D.C. Publication Date January 21, 2025 Authors Krista Kaput, Titilayo Tinubu Ali, and Jennifer O'Neal Schiess; Clive Belfield; Queens College, City University of New York Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent Bellwether report explores how much public financing charter schools receive and whether they are funded fairly compared to traditional public schools, specifically in the District of Columbia. After finding disparities, it offers a series of recommendations to reduce those disparities, but upon review these findings and recommendations are not well-supported. Download the Policy Brief Read the Press Release Review of School Segregation on School Report Cards: Who Are We Grading Anyway? Publication Date December 10, 2024 Authors Jay Carter and Leonardo Restrepo; James Noonan, Salem State University Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education Publication Type Think Twice Summary A recent Urban Institute report examines proposed legislation in North Carolina that would add a "proportionality score" to the state accountability system, measuring how closely a school’s racial demographics match those of the surrounding county. James Noonan of Salem State University reviewed School Segregation on School Report Cards: Who Are We Grading Anyway? and found it to be logical but somewhat under-explained. Download the Policy Brief Read the Press Release Review of Searching for the Tipping Point: Scaling up Public School Choice Spurs Citywide Gains Publication Date December 3, 2024 Authors Tressa Pankovits; David R. Garcia, Arizona State University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent Progressive Policy Institute report purports to examine the impact of charter schools on the achievement of students who remain enrolled in district-run public schools. Based on the data in the report, however, it shows only a weak relationship between the presence of charter schools and increases in achievement for all students, which contradicts the report's claims. Download the Policy Brief Read the Press Release Review of Learning Systems: Shaping the Role of Artificial Intelligence in Education Publication Date November 26, 2024 Authors Amy Chen Kulesa, Michelle Croft, Brian Robinson, Mary K. Wells, Andrew J. Rotherham, and John Bailey; T. Philip Nichols, Baylor University Research Areas Technology & AI; Governance & Public Education Publication Type Think Twice Summary A recent three-part report from Bellwether explores the growing role of artificial intelligence (AI) in K-12 education and offers recommendations for policymakers and practitioners to navigate this emerging landscape. Download the Policy Brief Read the Press Release Review of Reassessing ESSA Implementation: An Equity Analysis of School Accountability Systems Publication Date November 20, 2024 Authors Nicholas Munyan-Penney, Abigail Jones, and Shayna Levitan; Derek Gottlieb, University of Northern Colorado Research Areas Assessment & Accountability; Equity & Civil Rights Publication Type Think Twice Summary EdTrust recently published a report using what it calls an "equity analysis" to critique states' accountability plans, recommending several steps states might take to improve their systems. But a new review explains how that report rehashes old arguments for the original No Child Left Behind Act (NCLB). Download the Policy Brief Read the Press Release Review of Pennsylvania's Education Tax Credit Scholarships: How EITC Serves Children and Families in the Commonwealth Publication Date November 12, 2024 Authors Rachel Langan; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent Commonwealth Foundation report praises Pennsylvania's tax credit scholarship programs, which create private-school vouchers funded through tax-credited donations. The report argues in favor of the programs' expansion, but it has at least three major shortcomings. Download the Policy Brief Read the Press Release Review of Systemwide and Intervention-Specific Effects of Denver Public Schools' Portfolio District Strategy on Individual Student Achievement Publication Date November 7, 2024 Authors Parker Baxter, Anna Nicotera, David Stuit, Margot Plotz, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver attempts to assess the effect of a "portfolio district strategy" on student performance in the Denver Public Schools. As was the case with its 2022 predecessor (reviewed here), advocates for portfolio reforms have trumpeted the new study as showing that this "portfolio" package of reforms has a positive and large impact on student outcomes. The review, however, concludes that the study lacks the ability to so definitively link Denver's improved outcomes to these particular reforms. Download the Policy Brief Read the Press Release Review of Ohio Charter Schools After the Pandemic: Are Their Students Still Learning More Than They Would in District Schools? Publication Date September 24, 2024 Authors Stephane Lavertu; Bryan Mann, University of Kansas Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary A recent Fordham Institute report contends that the state's charter schools have outperformed traditional public schools and implies that they merit continued or expanded state investment. Download the Policy Brief Read the Press Release Review of Helping Families Navigate the Changing Education Landscape Publication Date September 10, 2024 Authors Colleen Hroncich and Jamie Buckland; Huriya Jabbar, University of Southern California Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent Cato Institute report describes how Education Savings Accounts (ESAs), the newest form of private-school voucher, have the potential to transform education by giving families increased options for tailoring their child's education, especially with the guidance of special consultants along the way. A review of that report, however, determines that it fails to provide useful evidence to support its conclusions and its recommendation that the cost of these "choice navigators" should be included as an eligible expense. Download the Policy Brief Read the Press Release Review of The Broken Pipeline: Advanced Education Policies at the Local Level Publication Date July 18, 2024 Authors Adam Tyner; Eunice S. Han, University of Utah Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent Thomas B. Fordham Institute report describes current policies and practices at the district level across the U.S. that are designed to provide what the report calls advanced and gifted education. A review of the report determines, however, that its conclusions and policy suggestions lack validity. Download the Policy Brief Read the Press Release Review of 'So Hard, but So Rewarding:' How School System Leaders are Scaling up Strategic School Staffing Models Publication Date July 11, 2024 Authors Lisa Chu, Lydia Rainey, & Steven Weiner; Elizabeth Stringer Keefe, Stonehill College Research Areas Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary Following the pandemic, pervasive challenges have plagued the teaching profession, including teacher shortages, burnout, job dissatisfaction, and attrition. A new report from the Center on Reinventing Public Education proposes what it calls "strategic school staffing models" as a solution, though its evidence for this conclusion is lacking. Download the Policy Brief Read the Press Release Review of Did the Emergence of Ohio Charter Schools Help or Harm Students Who Remained in District Schools? Publication Date June 20, 2024 Authors Stéphane Lavertu; Bryan Mann, University of Kansas Research Areas Charter Schools; Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary Legislatures across the United States continue to pass policies to add or expand school choice. Within this context, the Fordham Institute, an advocate of school choice expansion, has published a report asserting that charter schools have not negatively affected students in traditional public schools. However, a review of this report finds that though it could contribute to the conversation, its conclusions are highly misleading. Download the Policy Brief Read the Press Release Review of Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale Publication Date June 13, 2024 Authors Jake Bryant, Felipe Child, Ezgi Demirdag, Emma Dorn, Stephen Hall, Kartik Jayaram, Charag Krishnan, Cheryl Lim, Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis, Doug; Clara Fontdevila, University of Glasgow; Antoni Verger, Universitat Autònoma de Barcelona; and Adrián Zancajo, Universitat Autònoma de Barcelona Research Areas Governance & Public Education; Technology & AI; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary McKinsey & Company released a new global report on education that provides guidelines for policy reforms and governance strategies offered as promoting significant and sustained improvement in students’ learning outcomes. A review of the report, however, identified weaknesses likely to compromise the robustness of its conclusions. Download the Policy Brief Read the Press Release Review of The Reality of Switchers Publication Date May 2, 2024 Authors Martin F. Lueken; Joshua Cowen, Michigan State University Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new report from the voucher-advocacy group EdChoice takes issue with the overwhelming evidence establishing that most users of vouchers under recent expansions of these policies have never attended public schools. Download the Policy Brief Read the Press Release Review of Public Education at a Crossroads: A Comprehensive Look at K-12 Resources and Outcomes Publication Date April 9, 2024 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Clive Belfield, City University of New York Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A growing and persuasive body of research has established the causal relationship between school funding and academic outcomes. The reality that money matters is not in serious dispute. But a new report from the Reason Foundation uses some superficial comparisons to try again to muddy the waters. Download the Policy Brief Read the Press Release Review of K-12 School Choice Calculator Publication Date March 19, 2024 Authors Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new calculator from two voucher-advocacy organizations is offered as a tool to assist state policymakers and choice advocates in providing more accurate estimates of the expenses of adopting publicly financed private-school choice (i.e., voucher) programs. But several factors suggest it should be used with caution and caveats. Download the Policy Brief Read the Press Release Review of Still a Good Investment: Charter School Productivity in Nine Cities Publication Date January 23, 2024 Authors Alison H. Johnson, Josh B. McGee, Patrick J. Wolf, Jay F. May, and Larry D. Maloney; Mark Weber, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary The Department of Education Reform at the University of Arkansas has maintained, in an ongoing series of reports, that charter schools suffer from inequitable funding compared to public district schools. Their latest output extends this argument, claiming that despite receiving less revenue, charters achieve better results on standardized tests, making them the more cost-effective choice. However, the same methodological flaws identified in earlier reports continue, and worsen, in this one. Download the Policy Brief Read the Press Release Review of The Cost-Effectiveness of Wisconsin's Private School Choice Programs Publication Date December 12, 2023 Authors Stephen Kotok, St. John’s University; Stephen Kotok, St. John's University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from School Choice Wisconsin claims that Wisconsin's voucher programs are highly "productive," achieving better academic outcomes at lower costs than public schools. A closer examination, however, calls into question the validity of these assertions. Download the Policy Brief Read the Press Release Review of From Surviving to Thriving: K-12 Choice and Opportunity for Rural Texas Students and Teachers Publication Date December 7, 2023 Authors Matthew Ladner and Jason Bedrick; Amanda Potterton of the University of Kentucky, Annah Rogers of the University of West Alabama, and Jeanne Powers of Arizona State University Research Areas Charter Schools; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary The Heritage Foundation recently published a report that claims increased competition has improved academic achievement in Arizona's rural public schools and that similar policies will be good for rural Texas. However, a review finds several flaws in the report's reasoning and methodology. Download the Policy Brief Read the Press Release Review of Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review Publication Date November 21, 2023 Authors Trine Filges, Christoffer Scavenius Sonne-Schmidt, and Bjørn Christian Viinholt Nielsen; Clive Belfield, Queens College, City University of New York Research Areas Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A 2018 report from Campbell Collaboration, analyzing research literature estimating the impact of class size reduction on reading and math achievement, has recently been gaining renewed attention, thanks in part to a Washington Post piece by Michael Bloomberg. Download the Policy Brief Read the Press Release Review of Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity and When Good Parents Go to Jail: The Criminalization of Address Sharing in Public Education Publication Date November 14, 2023 Authors Megan Gallagher, Rachel Lamb, Alexa Kort, and James Carter | Tim DeRoche, Hailly T.N. Korman, and Harold Hinds; Andrene J. Castro, Virginia Commonwealth University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary The first report, Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity, specifically focuses on inequitable school resources and educational outcomes tied to residential and school segregation. The second report, When Good Parents Go to Jail: The Criminalization of Address Sharing in Public Education, similarly locates school and residential boundaries as drivers of educational inequities. Download the Policy Brief Read the Press Release Review of The 123s of School Choice: What the Research Says About Private School Choice Programs in America, 2023 Edition Publication Date October 12, 2023 Authors EdChoice; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The 2023 (fifth) edition of a semi-regular EdChoice report about school-choice studies is billed as an updated overview of the varied and often contested research on outcomes in voucher-like programs that provide public funding for private schools. But like earlier editions, it uses flawed methods that tally certain voucher studies finding impacts on any subgroup, even if there was no effect on most students. There is little to no accounting for the studies’ sampling, quality, generalizability, or other important factors. Download the Policy Brief Read the Press Release Review of Qualified Education Expense Tax Credit: Economic Analysis Publication Date September 26, 2023 Authors Greg S. Griffin and Lisa Kieffer; David Knight, University of Washington Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Georgia Department of Audits and Accounts examines the monetary costs and benefits of the state's Qualified Education Expense Tax Credit (QEEC), a voucher policy that provides a public subsidy for families to pay for private school tuition. A review of the report, however, contradicts its claim that the policy provides a net fiscal benefit to the state budget. Download the Policy Brief Read the Press Release Review of Teacher Prep Review: Strengthening Elementary Reading Instruction Publication Date September 19, 2023 Authors Christie Ellis, Shannon Holston, Graham Drake, Hannah Putman, Abigail Swisher, and Heather Peske; Paul Thomas, Furman University Research Areas Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary A recent report from the National Council on Teacher Quality (NCTQ) evaluates more than half of the elementary teacher preparation programs in the U.S., to gauge their effectiveness in reading instruction. A review finds, however, that the report lacks the rigor necessary to adequately inform policy or practice. Download the Policy Brief Read the Press Release Review of As a Matter of Fact: National Charter School Study III 2023 Publication Date September 7, 2023 Authors Margaret E. Raymond, James L. Woodworth, Won Fy Lee, and Sally Bachofer; Joseph J. Ferrare University of Washington Bothell Research Areas Assessment & Accountability; School Funding; Charter Schools Publication Type Think Twice Summary In a recent report, the Center for Research on Education Outcomes (CREDO) examined charter school students' year-to-year test score growth over four years, and across 31 states. The report shows very small differences favoring charter schools and has been repeatedly trumpeted by charter school advocates as having policy significance-as weighing in favor of charter school expansion. Download the Policy Brief Read the Press Release Review of Think Again: Is Education Funding in America Still Unequal? Publication Date September 5, 2023 Authors Adam Tyner; Bruce Baker, University of Miami Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The Thomas B. Fordham Institute recently released a report claiming that the problems of inequality and inadequacy of public school funding have largely been solved. This is incorrect, according to a review of the report. Download the Policy Brief Read the Press Release Review of Think Again: Do Charter Schools Drain Resources From Traditional Public Schools? Publication Date May 18, 2023 Authors David Griffith; Huriya Jabbar, University of Texas at Austin Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers whether charter schools increase or decrease traditional public school districts’ total revenues, instructional spending per pupil, and efficiency. Download the Policy Brief Read the Press Release Review of School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education Publication Date May 2, 2023 Authors Zach Goldberg and Eric Kaufmann; Christine Sleeter, California State University Monterey Bay; David Garcia, Arizona State University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary A recent report from the Manhattan Institute presents results of a survey of U.S. adults aged 18-20 to determine the extent to which eight concepts the report equates with what it calls "critical social justice" (CSJ) theory-which the report frowns upon-are taught in schools. The first of the eight concepts, for instance, is, "America is a systemically racist society." Download the Policy Brief Read the Press Release Review of Assessing the National Landscape of Capital Expenditures for Public School Districts Publication Date April 20, 2023 Authors Kristin Blagg, Fanny Terrones, and Victoria Nelson; Jeffrey M. Vincent, University of California, Berkeley Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The report relies primarily on school district annual capital outlay data reported in the U.S. Department of Education's Common Core of Data. It also examines which state policies may promote more progressive investment patterns. Confirming other studies, the report finds that school district capital expenditures vary from year to year and from state to state, that each state has a unique approach and mix of policies governing state support for local capital outlay, and that capital outlay is rarely equal or progressive. The report also finds that states with policies that aim to equalize capital spending are more likely to provide capital outlays for students from low-income backgrounds that are equal to or greater than outlays in wealthier communities. Download the Policy Brief Read the Press Release Review of Public Education Funding Without Boundaries: How to Get K-12 Dollars to Follow Open Enrollment Students Publication Date April 6, 2023 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Dr. Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The Reason Foundation, a vigorous advocate for choice policies such as vouchers and charter schools, recently published a report advocating for the increased "portability" of school revenues, allowing for "money to follow the students" and, therefore, the expansion of interdistrict choice programs. Download the Policy Brief Read the Press Release The Effects of High-Performing, High-Turnover Teachers on Long-Run Student Achievement: Evidence From Teach for America Publication Date March 14, 2023 Authors Virginia S. Lovison; Emilie Mitescu Reagan, Claremont Graduate University Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary A recent paper published by the Annenberg Institute at Brown University presents findings from a study examining Teach for America (TFA) teacher turnover and teachers’ contributions to fourth through eighth grade student achievement. Download the Policy Brief Read the Press Release Review of The Economic Cost of the Pandemic: State by State Publication Date March 7, 2023 Authors Eric A. Hanushek; Clive Belfield, Queens College, City University of New York Research Areas School Funding; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recent Hoover Institution report by Eric Hanushek presents a calculation of the future learning-related economic burden resulting from the COVID-19 pandemic. It projects a large and persistent economic loss by using a set of assumptions about the link between reduced student achievement levels and earnings, but in doing so fails to consider several factors. Download the Policy Brief Read the Press Release Review of K-12 Without Borders: Public School Students, Families, and Teachers Shut In by Education Boundaries Publication Date March 2, 2023 Authors Martin F. Lueken and Michael Q. McShane; Christopher Lubienski, Indiana University; T. Jameson Brewer, University of North Georgia Research Areas Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent report from the directors of EdChoice, published by the Manhattan Institute, oversimplifies important equity issues as problems of school zone boundaries. Download the Policy Brief Read the Press Release Review of The Ohio EdChoice Program’s Impact on School District Enrollments, Finances, and Academics Publication Date February 21, 2023 Authors Stéphane Lavertu and John J. Gregg; Joshua Cowen, Michigan State University Research Areas School Choice & Vouchers; School Funding; Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers the impacts of vouchers as related to competition in Ohio public schools, increased racial segregation, and local district financial resources. It presents these three issues as the chief concerns of voucher critics and finds few harmful impacts. Download the Policy Brief Read the Press Release Review of Equal Is Not Good Enough: An Analysis of School Funding Equity Across the U.S. and Within Each State | Access Granted: School Funding Between Schools in Districts Publication Date February 14, 2023 Authors Ivy Morgan | Indira Dammu, Bonnie O'Keefe, and Jennifer O'Neal Schiess; Bruce Baker, University of Miami Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The Education Trust report, Equal is Not Good Enough and an accompanying piece, Access Granted: School Funding Between Schools in Districts, evaluate district revenue and school spending per pupil with respect to poverty, race, and language status. They focus on the extent to which states and local districts target sufficient resources fairly to these subgroups of students. They clearly lay out consistent evaluation criteria and conceptual framing, apply appropriate empirical methods with that framing, and provide data visualizations for understanding whether and to what extent states and local districts provide equitable school funding. Download the Policy Brief Read the Press Release Review of The System-Level Effects of Denver's Portfolio District Strategy: Technical Report Publication Date February 7, 2023 Authors Parker Baxter, Anna Nicotera, Erik Fuller, Jakob Panzer, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver claimed that portfolio reforms in the Denver Public Schools led to substantial academic gains for students. As the report’s lead author told the Denver Post, "This study makes clear that the reforms helped students and strengthened the district." A review of the report concludes, however, that claims attributing those gains specifically to the portfolio reforms are not valid. The report analyzes changes in academic performance as measured by test scores and graduation rates versus comparable schools in Colorado over 11 years of the district’s experimenting with the “portfolio” approach to school district management. The portfolio approach includes central-office oversight of different school types (such as charter schools, innovation schools, and district-run schools), with widespread parental choice under a single enrollment system. The model looks to choice, competition, and accountability to drive gains in student performance. Download the Policy Brief Read the Press Release Review of Off Track: An Assessment of Wisconsin's Early Care and Learning System for Young Children Publication Date January 31, 2023 Authors Angela Rachidi; W. Steven Barnett, Rutgers University Research Areas Early Childhood; Equity & Civil Rights Publication Type Think Twice Summary The Badger report presents data on trends in Wisconsin's ECE system. It then identifies government regulations-particularly those focused on improving teacher-child interactions--as a problem, concluding that those regulations have limited supply, decreased parental choice in providers, and increased costs. Its recommendations include reducing continuous improvement efforts focused on quality while increasing performance accountability (aka testing burdens), consolidating state agencies, and increasing parental control over use of government childcare subsidies. Download the Policy Brief Read the Press Release Review of Empowering Parents with School Choice Reduces Wokeism in Education Publication Date January 24, 2023 Authors Jay P. Greene and Ian S. Kingsbury; Christine Sleeter, California State University Monterey Bay; and T. Jameson Brewer, University of North Georgia Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary In one of the more unusual reports NEPC has ever reviewed, Heritage Foundation authors recently argued for school-choice deregulation by comparing the amount of "wokeness" terminology in parent/student handbooks in U.S. charter schools with the level of charter school regulation in their states. The Heritage report finds that increased manifestations of "woke" terminology are associated with higher state levels of charter school regulation. On this basis, the report concludes that while charter schools represent a safe space away from "woke indoctrination" in public schools, further deregulation and less bureaucracy will allow the charter sector to truly respond to parent desires to avoid "leftist" curriculum. Download the Policy Brief Read the Press Release Review of Autonomous Schools Can Help Solve the Problem Behind the Teacher Shortage Problem Publication Date January 17, 2023 Authors Tressa Pankovits; Charisse Gulosino, University of Memphis; Hajime Mitani, Rowan University Research Areas Teacher Workforce Publication Type Think Twice Summary A recent report from the Progressive Policy Institute highlights the emergence of widespread teacher staffing shortages. By describing teacher autonomy as a panacea for reversing the problem, however, the report oversimplifies the issue. Download the Policy Brief Read the Press Release Review of For-Profit Charter Schools: An Evaluation of Their Spending and Outcomes Publication Date December 1, 2022 Authors Stéphane Lavertu and Long Tran; Joshua Cowen, Michigan State University Research Areas School Funding; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute examines academic outcomes in Ohio’s nonprofit and for-profit charter schools. It also explores whether differences in contracted services in for-profits appear to correlate with differences in their outcomes. Download the Policy Brief Read the Press Release Review of #StudentsFirst: Empowering Parents to Help Students Regain Lost Learning Publication Date November 22, 2022 Authors Greg R. Lawson; David S. Knight, University of Washington Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A new Buckeye Institute report recommends sweeping K-12 policy reforms in response to COVID-19 academic disruptions and what the report asserts to be declining confidence in public schools. However, a review of the report criticizes the analysis and cautions against its policy recommendations. Download the Policy Brief Read the Press Release Review of Some Assembly Required: How a More Flexible Learning Ecosystem Can Better Serve All Kids and Unlock Innovation Publication Date November 8, 2022 Authors Juliet Squire and Alex Spurrier; Carrie Sampson, Arizona State University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary A report from Bellwether details what its authors call "assembly-based education," a concept described as a hypothetical ecosystem that removes schools as a central education component. A review of the report exposes this concept as unworkable outside of a miraculous private marketplace, and thus a shortsighted attempt to invalidate public schools. Download the Policy Brief Read the Press Release Pandemic Educational Models Remain Unproven Publication Date October 18, 2022 Authors Christopher Doss, Elizabeth Steiner, Bryan C. Hassel; Bryan Mann of the University of Kansas Research Areas Equity & Civil Rights; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary In response to unsafe conditions and school closures, families across the U.S. experimented early in the COVID-19 pandemic with new educational models. Two recent publications from the Center on Reinventing Public Education (CRPE) describe two related strategies that exemplify such experimentation: microschools and learning pods. However, a review recommends that neither report should be used to guide policy and practice. Download the Policy Brief Read the Press Release Review of Michigan Student Opportunity Scholarships: Overview and Fiscal Analysis Publication Date July 14, 2022 Authors Ben DeGrow, Martin Lueken; Christopher Saldaña, University of Wisconsin-Madison Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent Mackinac Center report claims that the proposed Michigan Student Opportunity Scholarship (MSOS) neovoucher program has the potential to create fiscal benefits for the state of Michigan and its school districts. Download the Policy Brief Read the Press Release Review of Addressing Teacher Shortages: Practical Ideas for the Pandemic and Beyond Publication Date May 24, 2022 Authors Ben DeGrow; Ed Fuller, Penn State University Research Areas Equity & Civil Rights; Teacher Workforce Publication Type Think Twice Summary In response to Covid-related teacher shortages, the TNTP think tank (formerly “The New Teacher Project”) released a report with recommendations for district leaders in crafting short- and long-term teacher staffing plans. Download the Policy Brief Read the Press Release Summit Charter Organization Continues to Make Unjustified Claims Publication Date May 10, 2022 Authors Anum Ali Mohammed and Adam Black; Audrey Amrein-Beardsley, Arizona State University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary Summit Public Schools, a charter school organization operating schools in California and Oregon, published Pathways to Success: Exploring the Long-Term Outcomes of Alumni from Summit Public Schools in September 2021, detailing the success of its graduates. A review by Audrey Amrein-Beardsley of Arizona State University examines these questionable assertions made about the performance and life satisfaction of Summit graduates. The report claims that Summit alumni graduated from college at nearly double the national average and self-reported high levels of well-being, fulfillment, and workplace satisfaction. It also reports that alumni from socioeconomically disadvantaged backgrounds now make more than $60,000 per year on average working full time. Download the Policy Brief Read the Press Release Review of From School Aid to Student Aid: Modernizing K-12 Funding in Michigan Publication Date May 3, 2022 Authors Ben DeGrow; Bruce Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary In recent years, supporters of school choice have promoted school finance reforms sometimes called "backpack funding," but also called "money follows the child" or "student-based budgeting." Whatever the term used, the idea is facilitate choice by attaching a funded amount to each student, with that payment following the students to their chosen schools. A recent version of this proposal is found in a new report from the Mackinac Center, which provides a six-part recommendation for changes to Michigan's current approach to financing public and charter schools. The report's overarching theme, which is examined in a new review, is to move toward a system where more funding follows the student to either public, charter, or private schools—or to other service providers. Download the Policy Brief Read the Press Release Review of Find Documenting Inequitable Patterns in Spending by Parent Teacher Associations, Parent Teacher Organizations, and “Friends of” Fundraising Groups at Illinois Public Schools Publication Date March 29, 2022 Authors Claire Mackevicius; Maia Cucchiara,Temple University Research Areas School Funding; Equity & Civil Rights Publication Type Think Twice Summary A recent Urban Institute report analyzing the role of Parent Teacher Organizations and similar groups in Illinois echoes and amplifies the existing critique of private fundraising: that it exacerbates inequitable school funding. Download the Policy Brief Read the Press Release Review of Fiscal Effects of School Choice: Analyzing the Costs and Savings of Private School Choice Programs in America Publication Date March 15, 2022 Authors Martin Lueken; Luis A. Huerta and Steven Koutsavlis, Teachers College, Columbia University Research Areas Charter Schools; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice argues for expansion of policies that publicly fund private schools, contending that private schools could provide equal or better outcomes at lesser cost. Download the Policy Brief Read the Press Release Review of Priced Out of Public Schools: District Lines, Housing Access, and Inequitable Educational Options Publication Date March 1, 2022 Authors Alex Spurrier, Sara Hodges, and Jennifer O'Neal Schiess; Erica Frankenberg, Penn State Research Areas Assessment & Accountability Publication Type Think Twice Summary A recent report from the Bellwether Education Partners, Priced Out of Public Schools: District Lines, Housing Access, and Inequitable Educational Options, attempts to examine the availability of low-income rental units in school districts to understand whether districts in the largest 200 metropolitan areas are accessible to families in poverty. The report finds nearly 500 examples of borders between two starkly different types of districts: those that are the most and least "accessible" based on the cost of rental housing. It designates these borders between these districts as barriers. After describing the problem, the report recommends a combination of education policy solutions, including expanding school choice, and affordable housing opportunities. Download the Policy Brief Read the Press Release Review of The Unexamined Rise of Therapeutic Education: How Social-Emotional Learning Extends K-12 Education's Reach Into Students' Lives and Expands Teachers' Roles Publication Date February 21, 2022 Authors Robert Pondiscio; Julia Mahfouz, University of Colorado Denver Research Areas Curriculum & Instruction Publication Type Think Twice Summary A recent report from the American Enterprise Institute presents concerns regarding how Social and Emotional Learning (SEL) approaches have imposed ideas and techniques from psychology on classroom practices, and thus have shifted the mission of education away from academic instruction. But a review of the report finds misrepresentations of both the definition and the goals of SEL. Download the Policy Brief Read the Press Release Review of The Basic Education Program: How the Volunteer State's Education Funding Formula Doesn't Make the Grade Publication Date February 15, 2022 Authors Ron Shultis and Jason Edmonds; David S. Knight, University of Washington Research Areas School Funding Publication Type Think Twice Summary A recent policy brief from the Beacon Center of Tennessee describes the state's K-12 finance formula and makes recommendations for reform. According to a new review, however, there is little if any peer-reviewed research to support the brief's findings. In fact, several recent studies present contradictory findings. Download the Policy Brief Read the Press Release Review of Representation of Social Groups in U.S. Educational Materials and Why It Matters Publication Date February 8, 2022 Authors Amanda LaTasha Armstrong; Christine Sleeter, California State University, Monterey Bay Research Areas Curriculum & Instruction; Equity & Civil Rights Publication Type Think Twice Summary New America recently released a report about the value of culturally relevant curriculum in schools. According to a new review, the report is timely and helpful, although some limitations in its analysis weaken an otherwise valid exploration of how to address long-standing issues of racial and gender justice. Download the Policy Brief Read the Press Release Review of Equity Elementary: “Diversity, Equity, and Inclusion” Staff in Public Schools Publication Date January 25, 2022 Authors Jay P. Greene and James D. Paul; Edward García Fierros, Villanova University Research Areas Equity & Civil Rights; Governance & Public Education Publication Type Think Twice Summary A recent Heritage Foundation report objects to the increasing number of Chief Diversity Officers (CDOs) emerging on public school districts’ administrative teams, but it appears to be supporting a conservative agenda rather than guiding policy related to student achievement gaps. Download the Policy Brief Read the Press Release Review of Charter School Funding: Dispelling Myths about EMOs, Expenditure Patterns, & Nonpublic Dollars Publication Date January 18, 2022 Authors Angela K. Dills, Patrick J. Wolf, Corey A. DeAngelis, Jay F. May, Larry D. Maloney, and Cassidy Syftestad Research Areas Charter Schools Publication Type Think Twice Summary The latest in a series of reports from the University of Arkansas Department of Education unconvincingly attempts to show that charter schools are inequitably funded compared to public district schools. The report, Charter School Funding: Dispelling Myths about EMOs, Expenditure Patterns, & Nonpublic Dollars, runs into several major problems according to Dr. Mark Weber of Rutgers University and the New Jersey Policy Perspective in the latest NEPC review. Download the Policy Brief Read the Press Release Review of How to Regulate Critical Race Theory in Schools: A Primer and Model Legislation Publication Date December 14, 2021 Authors James Copland; Kevin D. Brown, Indiana University Maurer School of Law Research Areas Equity & Civil Rights Publication Type Think Twice Summary The Manhattan Institute recently released a report that manufactures a case against Critical Race Theory (CRT), building on a foundation of right-wing talking points. The report offers model legislation as a tool for countering schools’ purported CRT-inspired indoctrination. It contends that CRT is the foundation of a widespread effort by public schools to forcibly indoctrinate students and teaching staff to support an anti-conservative, anti-civil rights, anti-White, and anti-American agenda. However, as Professor Brown explains, the report’s errant conclusions were derived from misleading anecdotal evidence and a misrepresentation of important literature. Download the Policy Brief Read the Press Release Review of Suspended Reality: The Impact of Suspension Policy on Student Safety Publication Date December 7, 2021 Authors Will Flanders and Ameillia Wedward; Kathryn E. Wiley, University of Colorado Boulder; Kate Somerville, University of Colorado Boulder Research Areas Governance & Public Education; Equity & Civil Rights; School Climate & Student Support Publication Type Think Twice Summary A recent Wisconsin Institute for Law & Liberty (WILL) report suggests a relationship between school suspension rates and some students' perceptions of safety in Milwaukee schools. Its conclusion-which was examined in a new review-claims a causal chain that begins with unpunished misconduct in schools and ends with disruptive classroom environments that harm primarily African American students. Download the Policy Brief Read the Press Release Review of Ohio's Lost Einsteins: The Inequitable Outcomes of Early High Achievers Publication Date December 2, 2021 Authors Scott Imberman; Eunice Han, Yongmei Ni, University of Utah Research Areas Assessment & Accountability Publication Type Think Twice Summary A recent Thomas B. Fordham Institute report examines the achievement growth of Ohio's "early high achievers," some of whom are identified as gifted and talented (GT). Its conclusion-which was examined in a new review-was that closing the "gifted identification gap" can help to close the "excellence gap." Download the Policy Brief Read the Press Release Review of Accountability and Private-School Choice Publication Date November 15, 2021 Authors Nicole Stelle Garnett; Jack Schneider, University of Massachusetts Lowel Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent report from the Manhattan Institute addresses the question of how private school voucher programs should be regulated, asking the important question of what accountability mechanisms will safeguard taxpayer dollars if private schools are to receive public funds. Download the Policy Brief Read the Press Release Review of Education Savings Accounts: How ESAs Can Promote Educational Freedom for New York Families Publication Date November 9, 2021 Authors Martin F. Lueken; Bruce Baker, Rutgers University Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent report from the Manhattan Institute promotes Education Savings Accounts (ESAs) by presenting a scenario whereby taxpayer expense would fall if the program motivated families to move children from public schools funded by the state to private schools funded primarily by families. Download the Policy Brief Read the Press Release Review of Charter School Funding: Support for Students with Disabilities Publication Date September 2, 2021 Authors Cassidy Syftestad, Patrick J. Wolf, Wendy Tucker, and Lauren Morando Rhim; Bruce D. Baker, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent brief from the School Choice Demonstration Project at the University of Arkansas erroneously asserts that charter schools are shortchanged of funding for students with disabilities. Download the Policy Brief Read the Press Release Review of Florida Versus Kentucky: School Choice Improves Public School Performance, Too Publication Date July 15, 2021 Authors Samuel E. Abrams and Steven J. Koutsavlis; Sam Abrams and Steven Koutsavlis, Teachers College, Columbia University Research Areas Charter Schools Publication Type Think Twice Summary A recent report from Kentucky's Bluegrass Institute for Public Policy Solutions claims, with little supporting evidence, that trends from the 1990s to 2019 on the National Assessment of Educational Progress (NAEP) show that choice programs catalyze significant educational improvement. Download the Policy Brief Read the Press Release Review of The Effect of Constitutional Provisions on Education Policy and Outcomes Publication Date June 22, 2021 Authors Scott Dallman, Anusha Nath and Filip Premik; Bruce D. Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary The Effect of Constitutional Provisions on Education Policy and Outcomes, a recent report from the Federal Reserve Bank of Minneapolis, examines the potential effects of amending education clauses contained in states' constitutions. The apparent intent of the Federal Reserve Bank report is to provide an empirical justification for amending the education clause of Minnesota's constitution. Specifically, the report lays out four independent empirical analyses in an attempt to advance a theory of action for improving education quality. This theory of action asserts that amending these education clauses to include strong language regarding a legislative duty to fund schools leads to increased citizen leverage, potential judicial intervention, and adopted legislation-all of which lead to better school quality and student outcomes. Download the Policy Brief Read the Press Release Education Freedom and Student Achievement: Is More School Choice Associated with Higher State-Level Performance on the NAEP? Publication Date June 15, 2021 Authors Patrick J. Wolf, Jay P. Greene, Matthew Ladner, and James D. Paul; T. Jameson Brewer, University of North Georgia; Joel Malin, Miami University Research Areas Governance & Public Education; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary A recent brief from the School Choice Demonstration Project at the University of Arkansas is being used by voucher advocates to argue that increasing school choice can spur broad test score improvements. Download the Policy Brief Read the Press Release Review of The Drawbacks of Universal Pre-K: A Review of the Evidence Publication Date April 20, 2021 Authors Max Eden Research Areas Early Childhood Publication Type Think Twice Summary The Manhattan Institute recently published a brief, The Drawbacks of Universal Pre-K: A Review of the Evidence, which reviews evidence relating to both means-tested and universal early childhood care and education programs. Download the Policy Brief Read the Press Release Review of Harnessing Micro-Credentials for Teacher Growth: A National Review of Early Best Practices Publication Date April 8, 2021 Authors Melissa Tooley and Joseph Hood; Elena Aydarova, Auburn University Research Areas Teacher Workforce Publication Type Think Twice Summary New America recently published a report, Harnessing Micro-Credentials for Teacher Growth: A National Review of Early Best Practices, that champions ways that micro-credentials have been used to allow teachers to move up the career ladder, receive higher pay, or renew their licenses. The report, along with an accompanying implementation guide, offers recommendations for how to implement and integrate micro-credentials into states’ human resources systems. Download the Policy Brief Read the Press Release Youth Engagement in Collective Impact Initiatives: Lessons from Promise Neighborhoods Publication Date March 30, 2021 Authors Jessica Shakesprere, Mica O'Brien, and Eona Harison; Dana Mitra, Penn State University Research Areas Community Schools; Governance & Public Education; General / Needs Review Publication Type Think Twice Summary When youth engage in collective-impact strategies, they have the potential to strengthen the design, implementation, and outcomes of school decision-making. A recent Urban Institute report takes up this important topic, examining what youth engagement initiatives look like within a broader reform structure. It presents a continuum of youth involvement-focused on issues of support, input, and leadership. Download the Policy Brief Read the Press Release Review of Capitalism in the 1619 Project Publication Date March 23, 2021 Authors Samuel Gregg; Seth Rockman, Brown University Research Areas School Funding; Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary Recently, the Heritage Foundation published a report, Capitalism in the 1619 Project, seeking to disqualify the 1619 Project curricular materials as insufficiently celebratory of American capitalism. The report primarily asserts that the 1619 Project overstates slavery’s importance to U.S. economic history. Download the Policy Brief Read the Press Release Review of 2020 Teacher Prep Review: Clinical Practice and Classroom Management Publication Date March 16, 2021 Authors Laura Pomerance and Kate Walsh; Jamy Stillman and Katherine Schultz, University of Colorado Boulder Research Areas Technology & AI; Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary The authors of the NCTQ report reviewed over 2,400 programs, including what NCTQ terms "traditional" and "alternative" programs in two areas: clinical practice and classroom management. Only 3% of traditional programs received the highest grade for their approaches to clinical practice, signaling their compliance with the internal standards set by NCTQ. Asserting that a "positive" environment is the product of classroom management, the report offers as a major conclusion that there was a 26% increase in the number of programs that taught five specific classroom management strategies Download the Policy Brief Read the Press Release Review of Language Counts: Supporting Early Math Development for Dual Language Learners Publication Date March 2, 2021 Authors Brandon Lewis, Melissa Steel King, and Jennifer O'Neal Schiess; Sylvia Celedón-Pattichis, University of New Mexico Research Areas General / Needs Review; Equity & Civil Rights; Curriculum & Instruction Publication Type Think Twice Summary Bellwether Education Partners recently published a report that establishes the need to focus on the mathematics education of young Dual Language Learners (DLLs). The report provides a useful resource for policymakers and practitioners. Download the Policy Brief Read the Press Release Review of Remote Learning Is Here to Stay Publication Date February 16, 2021 Authors Heather L. Schwartz, David Grant, Melissa Diliberti, Gerald P. Hunter, and Claude Messan Setodji; David Garcia, Arizona State University Research Areas Technology & AI Publication Type Think Twice Summary The RAND Corporation recently released a report based on a national survey of school district superintendents and charter management organization (CMO) directors (or their designees) about their experiences navigating the COVID-19 pandemic. Download the Policy Brief Read the Press Release Review of School Accountability-Past, Present, and Future: Findings and Recommendations for State and District Policymakers Publication Date February 9, 2021 Authors Chester E. Finn, Jr.; Gail L. Sunderman, Maryland Equity Project Research Areas Assessment & Accountability; Governance & Public Education Publication Type Think Twice Summary A recent report from the Hoover Institution's Education Success Initiative argues that state and federal officials should retain what it calls "results-based" accountability systems that use standardized assessments of students followed by consequences for not meeting performance goals. But it does not provide the evidence needed to support that contention. Download the Policy Brief Read the Press Release Review of Toward Equitable School Choice Publication Date February 4, 2021 Authors Paul E. Peterson; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers Publication Type Think Twice Summary A new report from the Hoover Institution’s Education Success Initiative purports to offer evidence-based guidance for policymakers in shaping more equitable outcomes from school choice programs. Download the Policy Brief Read the Press Release Review of Religious Charter Schools: Legally Permissible? Constitutionally Required? Publication Date January 26, 2021 Authors Nicole Stelle Garnett; Derek Black, University of South Carolina School of Law Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary The Manhattan Institute recently published a report concluding that the Supreme Court’s 2020 decision in Espinoza v. Montana Department of Revenue requires states to grant charters to religious organizations, including those that intend to deliver an explicitly religious curriculum that teaches religion as truth. Download the Policy Brief Read the Press Release

School Funding Review of The Economic Impact from Colorado's Choice to Participate in the "Education Freedom Tax Credit" Provision in the One Big Beautiful Bill Act Publication Date May 21, 2026 Authors Thomas Young and Jimena Sanchez; Joydeep Roy, Teachers College, Columbia University Research Areas School Funding; Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary The Common Sense Institute recently published a report declaring large potential benefits of the federal education tax-credit voucher program created through President Trump's One Big Beautiful Bill. However, the report's claims about the improvements the program would create for Colorado are unlikely to materialize. Download the Policy Brief Read the Press Release Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance Publication Date April 21, 2026 Authors Derek Gottlieb Research Areas Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary The first year of the second Trump administration has seen a radical break from six decades of federal education policy, discarding the longstanding vision of equal access and human capital development in favor of a new, and as yet undefined, approach to American educational governance. In a new policy brief, Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance, Dr. Derek Gottlieb, a leading scholar of education policy, examines the educational purposes that administration officials have publicly articulated across a variety of platforms, along with the actions that the federal government has taken over the past year to achieve its goals. Download the Policy Brief Read the Press Release The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment Publication Date March 3, 2026 Authors Huriya Jabbar, Huriya Jabbar and Daniel Espinoza of the University of Southern California; Daniel Espinoza, University of Southern California Research Areas Equity & Civil Rights; School Funding; Assessment & Accountability; School Choice & Vouchers Publication Type Policy Brief Summary Critiques of public education have intensified in recent years. While public schools do indeed have real areas in need of growth and improvement, many of today’s attacks are generated and amplified by organizations seeking to manufacture crises. These narratives often ignore counterevidence, and they use deceptive language to portray the system as broadly failing, even hopeless. To examine these destructive critiques, Huriya Jabbar and Daniel Espinoza of the University of Southern California authored a policy brief, The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment, released today by NEPC. The brief identifies five core narratives used to portray a failing education system: claims of underachievement, inefficiency, inequality, lack of school choice, and indoctrination. Download the Policy Brief Read the Press Release Review of NEPC Review: Estimating the LongRun Impact of a Universal ESA Program in Mississippi Publication Date February 24, 2026 Authors Martin Lueken and Michael Q. McShan; David S. Knight, University of Washington Research Areas School Funding; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice estimates the long-term economic returns of a universal education savings account (ESA) policy in Mississippi. ESA policies provide taxpayer dollars to households that decline to send their children to public schools, allowing those funds to be used for private school tuition or other educational expenses. As ESAs and similar school choice programs expand rapidly across the country, rigorous research is essential to inform sound, evidence-based policymaking. Download the Policy Brief Read the Press Release Review of Outmatched: Special Education Can't Solve Problems Rooted in the Education Delivery System Publication Date January 22, 2026 Authors Ashley Jochim and Alexander Kurz; Federico Waitoller, University of Illinois Chicago Research Areas Governance & Public Education; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary While special education in the United States has advanced civil rights and educational equity, persistent concerns about inequity, labeling, and segregation remain. A recent Center on Reinventing Public Education (CRPE) report proposes a dramatic restructuring of special education, arguing that rising identification rates and persistent achievement gaps stem from a general education system built for uniformity rather than diversity. Download the Policy Brief Read the Press Release Review of A State-Level Perspective on School Spending and Educational Outcomes Publication Date December 11, 2025 Authors Sarah Reber and Gabriela Goodman; Mark Weber, Rutgers University Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A large and growing body of high-quality research shows that increased school funding positively affects student outcomes. Yet, as compared to the effect of school funding reported in an authoritative meta-analysis, a new Brookings Institution report examining this relationship finds a much smaller (although still positive) effect. Download the Policy Brief Read the Press Release Review of ESA's in Arizona: Q3 2025 Report Publication Date December 4, 2025 Authors Glenn Farley; David Garcia, Arizona State University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Common Sense Institute (CSI) addresses two important policy questions about Arizona's Empowerment Scholarship Account (ESA) program: 1) how much the ESA program will cost in the upcoming year, and 2) what the demographic characteristics of ESA users are by household income and race/ethnicity. Download the Policy Brief Read the Press Release Review of Wisconsin's Most Cost-Effective K-12 Program Publication Date October 28, 2025 Authors School Choice Wisconsin; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As one of the nation's longest-running private school voucher initiatives, Wisconsin's program has drawn decades of research interest. A recent report from a think tank called School Choice Wisconsin considers the cost-effectiveness of voucher-receiving schools in Racine, Milwaukee, and across the state. Download the Policy Brief Read the Press Release Review of Let's Get Ready! Educating All Americans for Success Publication Date October 14, 2025 Authors Ryan Pfleger Research Areas Assessment & Accountability; Curriculum & Instruction; School Funding; General / Needs Review; School Choice & Vouchers Publication Type Think Twice Summary In late July, the National Governors Association released a report urging states to transform schools into stronger drivers of economic competitiveness. The report recommends that governors build public dashboards to track outcomes, align schools with workforce needs, and evaluate programs based on graduates' earnings potential. Download the Policy Brief Read the Press Release Review of Fiscal Factbook: 2025 Edition Publication Date September 4, 2025 Authors Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As enrollment in school privatization programs grows, right-wing ideological think tanks such as EdChoice have continued to argue that school vouchers and education savings accounts (ESAs) strengthen public school finances. Its Fiscal Factbook purports to find that voucher programs do not harm public school finances. The data presented in the report, however, fail to support its assertion. Download the Policy Brief Read the Press Release Review of Apples to Apples: The Definitive Look at School Test Scores in Milwaukee and Wisconsin for 2024 Publication Date June 10, 2025 Authors Will Flanders; Benjamin Shear, University of Colorado Boulder Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law & Liberty (WILL) examines publicly available test score data from Spring 2024 in Wisconsin to investigate the relative effectiveness and cost of school choice programs. Download the Policy Brief Read the Press Release Review of The Enrollment Decline Windfall Publication Date May 8, 2025 Authors Ben Scafidi, EdChoice; David E. DeMatthews and Jinseok Shin of the University of Texas at Austin Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary Most U.S. states continue to heavily rely on per-pupil funding models. Accordingly, projections of declining school-aged populations through 2030—combined with the rapid expansion of private school voucher policies—have raised serious concerns about the future adequacy of public school funding. A recent EdChoice report downplays these concerns. Download the Policy Brief Read the Press Release Review of The Persistence of Religious Discrimination in Publicly Funded Pre-K Programs Publication Date May 1, 2025 Authors Nicole Stelle Garnett, Tim Rosenberger, and J. Theodore Austin; Joshua Weishart, Suffolk University Law School Research Areas Early Childhood; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Manhattan Institute asserts that many religious pre-K providers are being unconstitutionally excluded from publicly funded education programs that remain open to other private schools. But incomplete research and methodological flaws render the report of relatively little value to policymakers or the public. Download the Policy Brief Read the Press Release Review of Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends Publication Date April 24, 2025 Authors Nat Malkus; Chris Domaleski, National Center for the Improvement of Educational Assessment Research Areas Assessment & Accountability; Governance & Public Education; School Funding Publication Type Think Twice Summary A recent American Enterprise Institute report does a good job of identifying and describing long-term trends in student performance using national and international assessment data. However, a review finds that the report then falls short in its attempts to analyze and understand the factors driving these trends. Download the Policy Brief Read the Press Release The Mounting Trouble with Education Savings Accounts Publication Date April 17, 2025 Authors Samuel E. Abrams, Director of NEPC's International Partnership for the Study of Educational Privatization Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary In NEPC's new policy brief, The Mounting Trouble with Education Savings Accounts, author Samuel E. Abrams, the director of NEPC's International Partnership for the Study of Educational Privatization, examines this surge in universal ESAs. Abrams describes their origins, rapid growth, and implications for accountability, equity, public school funding, and civic life. Download the Policy Brief Read the Press Release Review of Thousands Served: Students with Disabilities in Wisconsin’s Parental Choice Programs Publication Date April 8, 2025 Authors School Choice Wisconsin and the Wisconsin Institute for Law & Liberty; Maria M. Lewis, Pennsylvania State University; Julie F. Mead, University of Wisconsin-Madison Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary Scholars, advocates, and policymakers have long expressed the concern that many private schools receiving taxpayer subsidies through voucher programs would fail to serve children with disabilities. The Wisconsin Institute for Law and Liberty, in collaboration with School Choice Wisconsin, recent published a report challenging those concerns. Download the Policy Brief Read the Press Release Review of Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory Publication Date March 25, 2025 Authors Kenneth A. Shores and Sanford R. Student; Michael Russell, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; General / Needs Review; School Funding Publication Type Think Twice Summary The role of standardized test scores in college admissions is evolving, with many institutions shifting away from the SAT and ACT. In their absence, high school GPA has become the primary indicator of college readiness, though it doesn't account for course difficulty. A new Annenberg Institute report introduces "Transcript Strength," a measure designed to adjust GPA based on course rigor. While promising, the report acknowledges the approach requires further research and development. Download the Policy Brief Read the Press Release Review of Fiscal Effects of School Choice: The Costs and Savings of Private School Choice Programs in America Through FY 2022 Publication Date February 10, 2025 Authors Martin F. Lueken; Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The expansion of voucher programs, which provide taxpayer-financed subsidies for families enrolling students in private schools, has prompted a debate about their fiscal impact. A recent EdChoice report argues that these programs do not negatively affect public school finances and actually save taxpayers substantial sums of money. Today's review explains how this argument rings hollow. Download the Policy Brief Read the Press Release Review of Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era Publication Date January 28, 2025 Authors Sofoklis Goulas; Sally A. Nuamah, Northwestern University Research Areas Governance & Public Education; Equity & Civil Rights; School Funding; School Choice & Vouchers Publication Type Think Twice Summary A recent Fordham Institute report argues that post-pandemic enrollment declines will inevitably force districts to make the controversial decision to close some schools. Embracing this possibility, it provides dual criteria of substantial declines in enrollment and chronic low performance as indicators of which schools should be closed first, naming nearly 500 specific schools that meet the criteria. Download the Policy Brief Read the Press Release Review of Resource Realities: A Comparative Analysis of Charter and District School Funding in Washington, D.C. Publication Date January 21, 2025 Authors Krista Kaput, Titilayo Tinubu Ali, and Jennifer O'Neal Schiess; Clive Belfield; Queens College, City University of New York Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent Bellwether report explores how much public financing charter schools receive and whether they are funded fairly compared to traditional public schools, specifically in the District of Columbia. After finding disparities, it offers a series of recommendations to reduce those disparities, but upon review these findings and recommendations are not well-supported. Download the Policy Brief Read the Press Release The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems Publication Date November 21, 2024 Authors David S. Knight, University of Washington; David DeMatthews, University of Texas at Austin Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary NEPC’s new policy brief, The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems, synthesizes research on the fiscal impacts of charter and voucher school policies on public school systems. Authors David S. Knight of the University of Washington and David DeMatthews of the University of Texas at Austin also discuss recent developments, including the influx of voucher policies, often promoted by large philanthropic donations and messaging campaigns. Download the Policy Brief Read the Press Release Review of Pennsylvania's Education Tax Credit Scholarships: How EITC Serves Children and Families in the Commonwealth Publication Date November 12, 2024 Authors Rachel Langan; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent Commonwealth Foundation report praises Pennsylvania's tax credit scholarship programs, which create private-school vouchers funded through tax-credited donations. The report argues in favor of the programs' expansion, but it has at least three major shortcomings. Download the Policy Brief Read the Press Release How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent? Publication Date October 3, 2024 Authors Joshua Cowen and Ryan D. Nowak, Michigan State University Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary In a new NEPC policy brief, How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent?, Joshua Cowen and Ryan D. Nowak of Michigan State University summarize the research evidence about vouchers and consider how existing program can be improved. They identify three areas of policy design—accountability, access, and transparency—that are especially important for student success and a good-faith use of public funding. Download the Policy Brief Read the Press Release Strengthening Oversight of Education Savings Account (ESA) Funding for Private and At-Home Schooling Publication Date September 5, 2024 Authors Luis A. Huerta and Trevor Baisden, Teachers College, Columbia University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary The school-choice landscape in the United States is undergoing a rapid transformation, as states increasingly enact a new form of vouchers called Education Savings Accounts (ESAs). Unlike earlier voucher programs, which generally allowed taxpayer subsidies only for private school tuition, ESAs represent a radically expansive-and potentially very costly-vision for the private use of public funds. ESA participants receive public monies via direct deposit and can use them for various expenses, including but also well beyond private school tuition and fees. Many states, in fact, allow these funds to be used for nearly any purportedly educational expense. ESA funds are thus widely dispersed among participants and private providers but, to date, require little or no oversight or accountability. Download the Policy Brief Read the Press Release Review of The Reality of Switchers Publication Date May 2, 2024 Authors Martin F. Lueken; Joshua Cowen, Michigan State University Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new report from the voucher-advocacy group EdChoice takes issue with the overwhelming evidence establishing that most users of vouchers under recent expansions of these policies have never attended public schools. Download the Policy Brief Read the Press Release Review of Public Education at a Crossroads: A Comprehensive Look at K-12 Resources and Outcomes Publication Date April 9, 2024 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Clive Belfield, City University of New York Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A growing and persuasive body of research has established the causal relationship between school funding and academic outcomes. The reality that money matters is not in serious dispute. But a new report from the Reason Foundation uses some superficial comparisons to try again to muddy the waters. Download the Policy Brief Read the Press Release Review of K-12 School Choice Calculator Publication Date March 19, 2024 Authors Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new calculator from two voucher-advocacy organizations is offered as a tool to assist state policymakers and choice advocates in providing more accurate estimates of the expenses of adopting publicly financed private-school choice (i.e., voucher) programs. But several factors suggest it should be used with caution and caveats. Download the Policy Brief Read the Press Release Review of Still a Good Investment: Charter School Productivity in Nine Cities Publication Date January 23, 2024 Authors Alison H. Johnson, Josh B. McGee, Patrick J. Wolf, Jay F. May, and Larry D. Maloney; Mark Weber, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary The Department of Education Reform at the University of Arkansas has maintained, in an ongoing series of reports, that charter schools suffer from inequitable funding compared to public district schools. Their latest output extends this argument, claiming that despite receiving less revenue, charters achieve better results on standardized tests, making them the more cost-effective choice. However, the same methodological flaws identified in earlier reports continue, and worsen, in this one. Download the Policy Brief Read the Press Release Review of The Cost-Effectiveness of Wisconsin's Private School Choice Programs Publication Date December 12, 2023 Authors Stephen Kotok, St. John’s University; Stephen Kotok, St. John's University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from School Choice Wisconsin claims that Wisconsin's voucher programs are highly "productive," achieving better academic outcomes at lower costs than public schools. A closer examination, however, calls into question the validity of these assertions. Download the Policy Brief Read the Press Release Review of The 123s of School Choice: What the Research Says About Private School Choice Programs in America, 2023 Edition Publication Date October 12, 2023 Authors EdChoice; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The 2023 (fifth) edition of a semi-regular EdChoice report about school-choice studies is billed as an updated overview of the varied and often contested research on outcomes in voucher-like programs that provide public funding for private schools. But like earlier editions, it uses flawed methods that tally certain voucher studies finding impacts on any subgroup, even if there was no effect on most students. There is little to no accounting for the studies’ sampling, quality, generalizability, or other important factors. Download the Policy Brief Read the Press Release Review of Qualified Education Expense Tax Credit: Economic Analysis Publication Date September 26, 2023 Authors Greg S. Griffin and Lisa Kieffer; David Knight, University of Washington Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Georgia Department of Audits and Accounts examines the monetary costs and benefits of the state's Qualified Education Expense Tax Credit (QEEC), a voucher policy that provides a public subsidy for families to pay for private school tuition. A review of the report, however, contradicts its claim that the policy provides a net fiscal benefit to the state budget. Download the Policy Brief Read the Press Release Evaluating Research That Alleges Funding Disparities Between Charter and District Schools Publication Date September 12, 2023 Authors Mark Weber, Rutgers University Research Areas Charter Schools; Governance & Public Education; School Funding Publication Type Policy Brief Summary Over the past decade, pro-charter organizations have published a series of reports claiming that funding disparities put charter schools at a disadvantage compared to public schools run by school districts. However, those conclusions are invariably incorrect due to flawed research methods. In a policy memo released today by NEPC, Evaluating Research That Alleges Funding Disparities Between Charter and District Schools, Mark Weber of Rutgers University and the New Jersey Policy Perspective uses the latest "charter school funding inequity" report to illustrate these fundamental research flaws, thus providing a guide for stakeholders to evaluate the accuracy and transparency of related research. Download the Policy Brief Read the Press Release Review of As a Matter of Fact: National Charter School Study III 2023 Publication Date September 7, 2023 Authors Margaret E. Raymond, James L. Woodworth, Won Fy Lee, and Sally Bachofer; Joseph J. Ferrare University of Washington Bothell Research Areas Assessment & Accountability; School Funding; Charter Schools Publication Type Think Twice Summary In a recent report, the Center for Research on Education Outcomes (CREDO) examined charter school students' year-to-year test score growth over four years, and across 31 states. The report shows very small differences favoring charter schools and has been repeatedly trumpeted by charter school advocates as having policy significance-as weighing in favor of charter school expansion. Download the Policy Brief Read the Press Release Review of Think Again: Is Education Funding in America Still Unequal? Publication Date September 5, 2023 Authors Adam Tyner; Bruce Baker, University of Miami Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The Thomas B. Fordham Institute recently released a report claiming that the problems of inequality and inadequacy of public school funding have largely been solved. This is incorrect, according to a review of the report. Download the Policy Brief Read the Press Release Review of Think Again: Do Charter Schools Drain Resources From Traditional Public Schools? Publication Date May 18, 2023 Authors David Griffith; Huriya Jabbar, University of Texas at Austin Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers whether charter schools increase or decrease traditional public school districts’ total revenues, instructional spending per pupil, and efficiency. Download the Policy Brief Read the Press Release Review of Assessing the National Landscape of Capital Expenditures for Public School Districts Publication Date April 20, 2023 Authors Kristin Blagg, Fanny Terrones, and Victoria Nelson; Jeffrey M. Vincent, University of California, Berkeley Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The report relies primarily on school district annual capital outlay data reported in the U.S. Department of Education's Common Core of Data. It also examines which state policies may promote more progressive investment patterns. Confirming other studies, the report finds that school district capital expenditures vary from year to year and from state to state, that each state has a unique approach and mix of policies governing state support for local capital outlay, and that capital outlay is rarely equal or progressive. The report also finds that states with policies that aim to equalize capital spending are more likely to provide capital outlays for students from low-income backgrounds that are equal to or greater than outlays in wealthier communities. Download the Policy Brief Read the Press Release Consumer-Oriented School Rating Systems and Their Implications for Educational Equity Publication Date April 13, 2023 Authors Jeanne M. Powers, Arizona State University Research Areas School Funding; Technology & AI; Equity & Civil Rights Publication Type Policy Brief Summary Professor Powers describes the growing evidence base about these rating systems, their purpose purportedly being to help families navigate increasingly complex school choice options. One consistent research finding is that schools’ ratings, or the measures that comprise school ratings, are associated with schools’ demographic characteristics, such as students’ race/ethnicity and socioeconomic status. The association between ratings and demographics is stronger for status metrics (or measures of a school’s performance at a specific moment in time) and weaker but still influential for growth metrics (or measures of a school’s performance trends over time). Status metrics tend to generate lower ratings for racially diverse schools, while growth metrics tend to generate higher ratings for them. School demographics also shape the way parents and other stakeholders respond to surveys or provide descriptive comments about schools. Download the Policy Brief Read the Press Release Review of Public Education Funding Without Boundaries: How to Get K-12 Dollars to Follow Open Enrollment Students Publication Date April 6, 2023 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Dr. Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The Reason Foundation, a vigorous advocate for choice policies such as vouchers and charter schools, recently published a report advocating for the increased "portability" of school revenues, allowing for "money to follow the students" and, therefore, the expansion of interdistrict choice programs. Download the Policy Brief Read the Press Release Review of The Economic Cost of the Pandemic: State by State Publication Date March 7, 2023 Authors Eric A. Hanushek; Clive Belfield, Queens College, City University of New York Research Areas School Funding; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recent Hoover Institution report by Eric Hanushek presents a calculation of the future learning-related economic burden resulting from the COVID-19 pandemic. It projects a large and persistent economic loss by using a set of assumptions about the link between reduced student achievement levels and earnings, but in doing so fails to consider several factors. Download the Policy Brief Read the Press Release Review of The Ohio EdChoice Program’s Impact on School District Enrollments, Finances, and Academics Publication Date February 21, 2023 Authors Stéphane Lavertu and John J. Gregg; Joshua Cowen, Michigan State University Research Areas School Choice & Vouchers; School Funding; Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers the impacts of vouchers as related to competition in Ohio public schools, increased racial segregation, and local district financial resources. It presents these three issues as the chief concerns of voucher critics and finds few harmful impacts. Download the Policy Brief Read the Press Release Review of Equal Is Not Good Enough: An Analysis of School Funding Equity Across the U.S. and Within Each State | Access Granted: School Funding Between Schools in Districts Publication Date February 14, 2023 Authors Ivy Morgan | Indira Dammu, Bonnie O'Keefe, and Jennifer O'Neal Schiess; Bruce Baker, University of Miami Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The Education Trust report, Equal is Not Good Enough and an accompanying piece, Access Granted: School Funding Between Schools in Districts, evaluate district revenue and school spending per pupil with respect to poverty, race, and language status. They focus on the extent to which states and local districts target sufficient resources fairly to these subgroups of students. They clearly lay out consistent evaluation criteria and conceptual framing, apply appropriate empirical methods with that framing, and provide data visualizations for understanding whether and to what extent states and local districts provide equitable school funding. Download the Policy Brief Read the Press Release Review of For-Profit Charter Schools: An Evaluation of Their Spending and Outcomes Publication Date December 1, 2022 Authors Stéphane Lavertu and Long Tran; Joshua Cowen, Michigan State University Research Areas School Funding; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute examines academic outcomes in Ohio’s nonprofit and for-profit charter schools. It also explores whether differences in contracted services in for-profits appear to correlate with differences in their outcomes. Download the Policy Brief Read the Press Release Review of #StudentsFirst: Empowering Parents to Help Students Regain Lost Learning Publication Date November 22, 2022 Authors Greg R. Lawson; David S. Knight, University of Washington Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A new Buckeye Institute report recommends sweeping K-12 policy reforms in response to COVID-19 academic disruptions and what the report asserts to be declining confidence in public schools. However, a review of the report criticizes the analysis and cautions against its policy recommendations. Download the Policy Brief Read the Press Release A Civil Rights Framework for the Reauthorization of ESEA Publication Date October 11, 2022 Authors Elizabeth DeBray, University of Georgia; Kara S. Finnigan, University of Michigan; Janel George, Georgetown University Law Center; and Janelle Scott, University of California-Berkeley. Research Areas Equity & Civil Rights; Assessment & Accountability; School Funding Publication Type Policy Brief Summary Brief presents a framework for federal policymakers to ground the law in an evidence-based, equitable, and ecological approach centered on sustained educational equality of opportunity. Download the Policy Brief Read the Press Release Summit Charter Organization Continues to Make Unjustified Claims Publication Date May 10, 2022 Authors Anum Ali Mohammed and Adam Black; Audrey Amrein-Beardsley, Arizona State University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary Summit Public Schools, a charter school organization operating schools in California and Oregon, published Pathways to Success: Exploring the Long-Term Outcomes of Alumni from Summit Public Schools in September 2021, detailing the success of its graduates. A review by Audrey Amrein-Beardsley of Arizona State University examines these questionable assertions made about the performance and life satisfaction of Summit graduates. The report claims that Summit alumni graduated from college at nearly double the national average and self-reported high levels of well-being, fulfillment, and workplace satisfaction. It also reports that alumni from socioeconomically disadvantaged backgrounds now make more than $60,000 per year on average working full time. Download the Policy Brief Read the Press Release Review of From School Aid to Student Aid: Modernizing K-12 Funding in Michigan Publication Date May 3, 2022 Authors Ben DeGrow; Bruce Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary In recent years, supporters of school choice have promoted school finance reforms sometimes called "backpack funding," but also called "money follows the child" or "student-based budgeting." Whatever the term used, the idea is facilitate choice by attaching a funded amount to each student, with that payment following the students to their chosen schools. A recent version of this proposal is found in a new report from the Mackinac Center, which provides a six-part recommendation for changes to Michigan's current approach to financing public and charter schools. The report's overarching theme, which is examined in a new review, is to move toward a system where more funding follows the student to either public, charter, or private schools—or to other service providers. Download the Policy Brief Read the Press Release Review of Find Documenting Inequitable Patterns in Spending by Parent Teacher Associations, Parent Teacher Organizations, and “Friends of” Fundraising Groups at Illinois Public Schools Publication Date March 29, 2022 Authors Claire Mackevicius; Maia Cucchiara,Temple University Research Areas School Funding; Equity & Civil Rights Publication Type Think Twice Summary A recent Urban Institute report analyzing the role of Parent Teacher Organizations and similar groups in Illinois echoes and amplifies the existing critique of private fundraising: that it exacerbates inequitable school funding. Download the Policy Brief Read the Press Release Review of The Basic Education Program: How the Volunteer State's Education Funding Formula Doesn't Make the Grade Publication Date February 15, 2022 Authors Ron Shultis and Jason Edmonds; David S. Knight, University of Washington Research Areas School Funding Publication Type Think Twice Summary A recent policy brief from the Beacon Center of Tennessee describes the state's K-12 finance formula and makes recommendations for reform. According to a new review, however, there is little if any peer-reviewed research to support the brief's findings. In fact, several recent studies present contradictory findings. Download the Policy Brief Read the Press Release Review of Charter School Funding: Support for Students with Disabilities Publication Date September 2, 2021 Authors Cassidy Syftestad, Patrick J. Wolf, Wendy Tucker, and Lauren Morando Rhim; Bruce D. Baker, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent brief from the School Choice Demonstration Project at the University of Arkansas erroneously asserts that charter schools are shortchanged of funding for students with disabilities. Download the Policy Brief Read the Press Release Review of The Effect of Constitutional Provisions on Education Policy and Outcomes Publication Date June 22, 2021 Authors Scott Dallman, Anusha Nath and Filip Premik; Bruce D. Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary The Effect of Constitutional Provisions on Education Policy and Outcomes, a recent report from the Federal Reserve Bank of Minneapolis, examines the potential effects of amending education clauses contained in states' constitutions. The apparent intent of the Federal Reserve Bank report is to provide an empirical justification for amending the education clause of Minnesota's constitution. Specifically, the report lays out four independent empirical analyses in an attempt to advance a theory of action for improving education quality. This theory of action asserts that amending these education clauses to include strong language regarding a legislative duty to fund schools leads to increased citizen leverage, potential judicial intervention, and adopted legislation-all of which lead to better school quality and student outcomes. Download the Policy Brief Read the Press Release Estimating a Price Tag for School Vouchers Publication Date May 24, 2021 Authors Robert Shand, American University; Henry Levin of Teachers College, Columbia University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary Brief considers the public cost of a universal voucher system, with its attendant requirements for new systems of governance, information, transportation, and accreditation. Download the Policy Brief Read the Press Release Review of Capitalism in the 1619 Project Publication Date March 23, 2021 Authors Samuel Gregg; Seth Rockman, Brown University Research Areas School Funding; Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary Recently, the Heritage Foundation published a report, Capitalism in the 1619 Project, seeking to disqualify the 1619 Project curricular materials as insufficiently celebratory of American capitalism. The report primarily asserts that the 1619 Project overstates slavery’s importance to U.S. economic history. Download the Policy Brief Read the Press Release Review of The Third Way: A Guide to Implementing Innovation Schools Publication Date January 21, 2021 Authors Tressa Pankovits, David Osbourne; Carrie Sampson, Arizona State University; Sarah Diem, University of Missouri Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; Technology & AI; School Funding Publication Type Think Twice Summary The Progressive Policy Institute recently published a "how-to" guide for entities such as charter management companies that seek to develop innovation schools in urban communities. Download the Policy Brief Read the Press Release Review of Unleashing Educational Opportunity: The Untapped Potential of Expanded Tax Credit Scholarships Publication Date October 22, 2020 Authors Corey DeAngelis; Bruce Baker, Rutgers University Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A Commonwealth Foundation report argues that expanding a program that uses tax credits to create vouchers for private schooling can lead to large economic gains for the state of Pennsylvania. Such gains would result from two purported benefits: increased lifetime earnings for those attending private schools on vouchers, and reduced social costs associated with crime. Download the Policy Brief Read the Press Release Review of Special Education and Distance Learning: Supporting Students Through the Pandemic Publication Date September 17, 2020 Authors Patricia Levesque; Elizabeth B. Kozleski, Stanford University Research Areas Technology & AI; School Funding Publication Type Think Twice Summary A brief published earlier this summer by ExcelinEd provides recommendations to education policy leaders for the delivery of special education services during the COVID-19 school closures. Download the Policy Brief Read the Press Release Review of Are Charter Schools Safer Than District-Run Schools? Evidence from Pennsylvania | Review of Effects of Charter School Competition on District School Budgeting Decisions: Experimental Evidence from Texas Publication Date June 9, 2020 Authors Corey A. DeAngelis | Corey A. DeAngelis and Christian Barnard; Bruce Fuller, University of California, Berkeley Research Areas Charter Schools; School Funding; Governance & Public Education Publication Type Think Twice Summary The first study describes how rates of reported low-incidence student infractions are lower in charters, on average. Analyses that include some statistical controls continue to yield results favorable to charters. The author concludes, “The public charter school sector advantages suggest that increasing access to public charter schools in Pennsylvania could improve school climate outcomes for students.” The second report aims to show that competition from the opening of an imagined nearby charter school can increase principals’ preference for budget autonomy and change how they allocate campus budgets to differing positions and instructional resources. The authors assert that their study offers “experimental evidence” that “anticipated charter school competition has large negative effects on school leaders’ reported spending on certain categories of support staff.” Download the Policy Brief Read the Press Release Review of Financial Crisis Looming for K-12 Schools? Flexibility Needed, Not Bailouts Publication Date May 7, 2020 Authors Jonathan Butcher; Jack Schneider, University of Massachusetts Lowell Research Areas Technology & AI; School Funding; Teacher Workforce Publication Type Think Twice Summary A new report from the Heritage Foundation argues that public education special interest groups, particularly teachers' unions, are detrimentally promoting excessive federal relief for education. Such spending, the report suggests, will come at the immediate expense of priorities like national defense. Download the Policy Brief Read the Press Release Review of A Roadmap to Fix Arizona School Finance: Steering the Grand Canyon State Toward Fairness and Innovation in K-12 Education Publication Date April 14, 2020 Authors Christian Barnard; David R. Garcia, Arizona State University Research Areas Assessment & Accountability; School Funding Publication Type Think Twice Summary The report begins by describing how Arizona's lowest-income school districts receive less funding from state and local sources than higher-income school districts. As is the case in many states, Arizona's school districts with lower property wealth have higher tax rates and generate less revenue than higher property wealth school districts. The report then sets forth the 16 far-ranging policy recommendations that its author argues will improve the "transparency, equity, and effectiveness of Arizona's school finance system. . ." Collectively, these recommendations would amount to a fundamental overhaul of Arizona's school finance system. Download the Policy Brief Read the Press Release Investing for “Impact” or Investing for Profit? Social Impact Bonds, Pay for Success, and the Next Wave of Privatization of Social Services Publication Date February 4, 2020 Authors Martin Carnoy, Stanford University; Roxana Marachi, San José State University Research Areas Governance & Public Education; School Choice & Vouchers; School Climate & Student Support; School Funding Publication Type Policy Brief Summary Is there a role for private investors in public social policy? In the past decade, we have seen the rise of new financial structures entering the social services arena, with corresponding legislation now poised to change how social services are delivered and who delivers them. While different programs use different terms—including, for example, Pay for Success or Results-Based Financing—the umbrella term encompassing these new financing models is the "Social Impact Bond" (SIB). Download the Policy Brief Read the Press Release Call for Lawmakers to Loosen School Advertising Restrictions Overlooks Real Costs to Students Publication Date November 19, 2019 Authors Peter Murphy; William S. Koski, Stanford Law School Research Areas School Funding Publication Type Think Twice Summary The Empire Center recently released a brief making the persuasive legal case that current policy and legal guidance from state education officials in New York severely restricts the ability of school districts to allow any form of commercial advertising. Because of this, the brief argues, it is more difficult than it should be for these districts to raise revenues from advertising, sponsorships, and naming rights deals Download the Policy Brief Read the Press Release Report about Homeschooling Overreaches on Claims Publication Date November 7, 2019 Authors Kerry MacDonald; Robert Kunzman, Indiana University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The Cato Institute recently released a report arguing that homeschoolers should support school choice proposals because greater educational freedom empowers parents to provide richer learning opportunities for their children. Download the Policy Brief Read the Press Release Manhattan Institute Report Fails to Muster Solid Evidence to Support Vouchers Publication Date October 22, 2019 Authors Ashley Rogers Berner, Johns Hopkins University; Joel Westheimer, University of Ottawa Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent Manhattan Institute report argues that the idea of what constitutes a "public" school should be expanded to include private schools that receive public funding. The report also contends that public funding for education should in fact be divided between traditional district public schools, charter schools, and private schools, with funding decisions based on student enrollment. Expansion of funding, it concludes, will result in greater choice for all students and will improve the quality of education. Download the Policy Brief Read the Press Release Fixing the Morass of Special Education Funding Publication Date June 25, 2019 Authors Tammy Kolbe, University of Vermont Research Areas School Funding Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Charter Schools and District Enrollment Loss Do Charter Schools Cause Fiscal Distress in School Districts Do the Costs of California Charter Schools Outweigh the Benefits Publication Date May 30, 2019 Authors Bruce D. Baker, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary The Center on Reinventing Public Education (CRPE), based at the University of Washington, Bothell, recently released a series of three policy briefs on the financial impact of charter schools on nearby school districts in California. The briefs are intended to inform ongoing debates over charter school financing and expansion in the state of California. Download the Policy Brief Read the Press Release The Effects of the Florida Tax Credit Scholarship Program on College Enrollment and Graduation: An Update Publication Date March 28, 2019 Authors Matthew Chingos, Tomas Monarrez, and Daniel Kuehn; Jaekyung Lee, of the University at Buffalo, SUNY Research Areas General / Needs Review; School Funding Publication Type Think Twice Summary A recent report from Urban Institute has been widely trumpeted as documenting college attainment benefits for students receiving a neovoucher through the Florida Tax Credit scholarship program. Download the Policy Brief Read the Press Release Report Advocating for More Charter School Facilities Funding Offers Scarce Rationale for Doing So Publication Date March 12, 2019 Authors Mark Weber, Rutgers Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent report from Bellwether Education Partners contends that more funding should be given for charter school facilities. Focusing on a series of Idaho case studies, the report argues that charter schools are unfairly denied funding for the construction and renovation of their school buildings. These arguments, while focused on Idaho in this particular report, have been made with regard to charter school policies across the U.S. Download the Policy Brief Read the Press Release How School Privatization Opens the Door for Discrimination Publication Date December 6, 2018 Authors Julie F. Mead, University of Wisconsin Suzanne E. Eckes, Indiana University Research Areas Charter Schools; School Funding; Technology & AI Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Everything You Know About State Education Rankings Is Wrong/Fixing the Currently Biased State K-12 Education Rankings Publication Date November 27, 2018 Authors Stan J. Liebowitz and Matthew L. Kelly; Bruce D. Baker, Rutgers University Research Areas Governance & Public Education; School Funding; Assessment & Accountability Publication Type Think Twice Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Money for Nothing: The Relationship Between Various Types of School Spending and Academic Outcomes Publication Date October 11, 2018 Authors Will Flanders; William J. Mathis Research Areas School Funding Publication Type Think Twice Summary Money for Nothing lacks a theoretical or practical base and uses superficial and inaccurate methods that render it useless for policymaking purposes. Download the Policy Brief Read the Press Release Fiscal and Education Spillovers from Charter School Expansion Publication Date October 4, 2018 Authors Matt Ridley and Camille Terrier; Clive Belfield Research Areas Charter Schools; School Funding Publication Type Think Twice Summary The paper reaches three key findings. First, due to a subsidy provided by Massachusetts law, per-pupil expenditures in the impacted public schools increased as charter schools expanded. Second, these districts appeared to respond to competitive pressures from charter schools by moving funding to inputs directly related to instruction. Third, test scores in math and English language arts in the existing public schools increased very slightly. All three of these impacts, however, disappear after six years of initial charter school expansion. Download the Policy Brief Read the Press Release The State of Education Savings Account Programs in the United States Publication Date January 23, 2018 Authors Oscar Jimenez-Castellanos, Arizona State University, and William J. Mathis and Kevin G. Welner, University of Colorado Boulder. Research Areas School Funding Publication Type Policy Brief Summary A new policy brief from the National Education Policy Center (NEPC) explores the research on Education Savings Accounts (ESAs), a form of private-school vouchers first adopted in Arizona in 2011. Through December 2017, ESA laws have been enacted in six states and have been strongly promoted by school voucher advocates. The brief examines ESA policies, their similarities and differences with other voucher approaches, and examines the legal issues created by these programs. The authors conclude, “policymakers should be extremely wary of adopting or expanding an ESA program. When considering ESAs, policymakers from all perspectives must carefully weigh the evidence on their impact on key elements of U.S. education.” Download the Policy Brief Read the Press Release Student-Centered State Funding: A How-to Guide for State Policymakers Publication Date January 9, 2018 Authors Bruce D. Baker, Rutgers University Research Areas Governance & Public Education; Teacher Workforce; School Funding Publication Type Think Twice Summary A report from Jeb Bush’s Foundation for Excellence in Education (ExcelinEd) attempted to illustrate and explain how state policymakers could design fairer and more transparent state funding systems where monies ‘follow the child’ through parental choice. The school finance systems promoted in the report allow for all state and local tax dollars to flow freely to local district, charter, or private and religious schools. The central premise of the report is: “that adopting ‘student-centered’ funding to enable parental choice of schools necessarily leads to a fairer and more transparent system for financing children’s schooling.” Download the Policy Brief Read the Press Release Charter School Funding: Inequity in New York City Publication Date October 11, 2017 Authors Larry D. Maloney and Patrick J. Wolf; Clive Belfield, Queens College, City University of New York (CUNY) Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A report from the Department of Education Reform (EDRE) at the University of Arkansas claimed that charter schools in NYC were not being fairly funded because of a funding gap favoring district schools. The authors of the report also asserted that certain co-located schools had fiscal advantages over other charters. Unfortunately, an academic review of the report finds it to be dated and of little use for policymakers or researchers. Download the Policy Brief Read the Press Release Assessing the Fiscal Impact of Wisconsin’s Statewide Voucher Program Publication Date October 5, 2017 Authors Ellie Bruecker, University of Wisconsin-Madison Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary A peer-reviewed policy memo produced by the National Education Policy Center for the Great Lakes Center for Education Research and Practice explores the financial effects of Wisconsin’s expanded statewide Parental Choice Program (WPCP). The memo describes how the voucher program alters the relative share of public education spending borne by the state and by local districts and estimates the differential impact of the program on Wisconsin school districts. The author, Ellie Bruecker, University of Wisconsin-Madison, finds that the program will likely exacerbate school funding inequities for public schools in Wisconsin. Download the Policy Brief Read the Press Release The Tax-Credit Scholarship Audit: Do Publicly Funded Private School Choice Programs Save Money? Publication Date August 24, 2017 Authors Martin F. Lueken; Luis A. Huerta and Steven Koutsavlis, Teachers College, Columbia University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A 2016 report from EdChoice asserted that tax credit scholarship programs through Scholarship Tuition Organizations (STOs) have saved state treasuries billions of dollars since 1998. Twenty-one programs in 17 states now distribute scholarships to students via STO tax credit programs sometimes called “neovouchers.” The programs allow individuals and corporations to contribute to a nonprofit organization that distributes the money in the form of scholarships. According to the authors of the report, states can save money as a result of students leaving public schools and entering private schools. Download the Policy Brief Read the Press Release Hidden Money: The Outsized Role of Parent Contributions in School Finance Publication Date June 15, 2017 Authors Catherine Brown, Scott Sargrad, and Meg Benner; Maia Cucchiara, Temple University Research Areas General / Needs Review; School Funding Publication Type Think Twice Summary A report from the Center for American Progress (CAP) investigated private fundraising by parent groups, a source of inequality in education that receives scant attention. The report called on district leaders to take actions to address funding disparities between wealthy and low-income schools. The report found that while affluent students receive additional funding for additional resources from parent groups, low-income students (disproportionately children of color) must spend public dollars to obtain the same resources. Download the Policy Brief Read the Press Release Squeezing the Public School Districts: The Fiscal Effects of Eliminating the Louisiana Scholarship Program / Two recent papers from the Department of Education Reform (DER) at the University of Arkansas predicted the budgetary consequences of ending the Louisiana Scholarship Program (LSP). The two closely allied papers concluded that terminating the LSP would not relieve pressure on public spending in Louisiana. The first paper uses an economic model to conclude that terminating the LSP would increase costs. While, the second paper confirms the findings from the first paper and advances that the findings would apply to almost all school districts in Louisiana. Publication Date September 29, 2016 Authors Corey A. DeAngelis & Julie R. Trivitt; Clive Belfield, Queens College, City University of New York Research Areas School Funding Publication Type Think Twice Summary Two recent papers from the Department of Education Reform (DER) at the University of Arkansas predicted the budgetary consequences of ending the Louisiana Scholarship Program (LSP). The two closely allied papers concluded that terminating the LSP would not relieve pressure on public spending in Louisiana. A new review of the papers says that the findings are reasonable, but they fail to make a convincing case. Download the Policy Brief Read the Press Release ESEA Reauthorization: How Can We Build upon No Child Left Behind’s Progress for Students with Disabilities in a Reauthorized ESEA Publication Date June 8, 2015 Authors Chelsea Straus; Edward Fierros & Katherine Cosner, Villanova University Research Areas Assessment & Accountability; School Funding Publication Type Think Twice Summary A report from the Center for American Progress (CAP) links benchmarks for inclusion in state testing and stringent accountability with improved educational outcomes for students with disabilities. While noting that causal claims could not be made, the report then proceeded to try to convince readers of exactly such claims. The report compared 2000 to 2013 NAEP test scores along with NCES national-level data and found increased test scores, decreased dropout rates, and increased graduation rates for students with disabilities, as well as improved outcomes for Black and Hispanic students with disabilities. Download the Policy Brief Read the Press Release Federal School Finance Reform: Moving Toward Title I Funding Following the Child Publication Date November 6, 2014 Authors Katie Furtick & Lisa Snell; Gail L. Sunderman, University of Maryland Research Areas School Funding Publication Type Think Twice Summary The report provided an overview of federal Title I funding, and attempted to examine problems with current funding. The report highlights two bills introduced during the 113th U.S. Congress, which promote portability – allowing funding to follow the child. Download the Policy Brief Read the Press Release Charter School Funding: Inequity Expands Department of Education Reform (DER) at the University of Arkansas Publication Date May 20, 2014 Authors Meagan Batdorff, Larry Maloney, Jay F. May, Sheree T. Speakman, Patrick J. Wolf, Albert Cheng; Bruce Baker, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary The authors of the report claim large and growing inequities between district funding provided through state, local, federal and other sources and charter school revenues from those same sources, even after accounting for differences in student needs. Download the Policy Brief Read the Press Release Review of The Economic Benefits of New York City’s Public School Reforms, 2002-2013 Publication Date March 31, 2014 Authors Robert J. Shapiro, Sonecon, Inc. & Kevin A. Hassett, American Enterprise Institute (AEI); Sean P. Corcoran, New York University Research Areas Governance & Public Education; School Funding Publication Type Think Twice Summary An estimated $74 billion impact was attributed to the reforms (based on earnings of students who graduated under the reforms – who might not have otherwise – and on property values). The report assumes that higher graduation rates and charter school availability increased residential property values in the city. Download the Policy Brief Read the Press Release Should Charter Schools Pay Rent? Implications for Staffing and Growth Publication Date February 20, 2014 Authors Stephen Eide; Bruce Baker, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary This report from the Manhattan Institute examined the potential impact of requiring co-located charter schools to pay rent in NYC. The report reflects concerns of charter advocates and operators regarding potential policy changes under Bill de Blasio, New York's new mayor. The report claims that charging rent to co-located charters in NYC would have triggered an average budget deficit of 10.7 percent at those schools. The report also proposes that paying rent could cripple the co-located charters' growth in NYC. Download the Policy Brief Read the Press Release Determining Funding for Online Schools Publication Date October 15, 2013 Authors Bruce D. Baker, Rutgers University Justin Bathon, University of Kentucky Research Areas School Funding; Technology & AI Publication Type Policy Brief Summary How much do online schools cost? A new brief investigates the funding of online education and virtual schools and provides a new, unified conceptual approach to funding online education. As supplemental online education and full-time virtual schools become more prominent in education, policymakers must address the key challenge of determining a fair and effective way to allocate funds for these institutions. Policymakers should develop new funding formulas based on the actual costs of operating virtual schools and link funding to accountability so cost-effectiveness can be determined. Bruce Baker of Rutgers University and Justin Bathon of the University of Kentucky provide tenets of a reformed online school financing system, designed to serve as a practical guide for state and local subsidies. Model legislation, based on their recommendations, is also provided. Download the Policy Brief Read the Press Release Weighted Student funding for California Publication Date June 18, 2013 Authors Dr. Bruce D. Baker, Rutgers University Research Areas Assessment & Accountability; School Funding Publication Type Think Twice Summary The Reason Foundation, a Libertarian think tank, recently issued a brief on California Gov. Jerry Brown’s school finance reform plan, which endorses Brown’s proposal and then uses it to advance its own ideas for reducing the role of school districts and for giving school principals greater autonomy over spending. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Effective School Expenditures Publication Date February 7, 2013 Authors William Mathis, University of Colorado-Boulder Research Areas School Funding Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current relevant findings in education policy research on effective school expenditures. This three-page brief is part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking—Public Funding of School Choice Publication Date December 13, 2012 Authors William Mathis, University of Colorado-Boulder Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current relevant findings in education policy research and describes important issues and questions policymakers should consider in determining public funding of alternatives to conventional public schools. This three-page brief is part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Download the Policy Brief Read the Press Release New York State Special Education Enrollment Analysis Center on Reinventing Public Education Publication Date December 6, 2012 Authors Bruce Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary The report finds that differences in charter and district school special education enrollment rates are far smaller than is claimed in recent federal reports and other literature. It finds disparities between elementary and secondary enrollment patterns, and variation among charter authorizers. The report argues against one-size-fits-all 'enrollment targets.' Download the Policy Brief Read the Press Release The Costs of Online Learning Publication Date March 6, 2012 Authors Jennifer King Rice, University of Maryland Research Areas School Funding; Technology & AI Publication Type Think Twice Summary This report analyzes the cost drivers of virtual and blended-learning schools compared to traditional brick-and-mortar schools and determines that it's far cheaper for students to be education online. Download the Policy Brief Read the Press Release Spend Smart: Fix Our Broken School Funding System Publication Date April 14, 2011 Authors Bruce Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary This report asserts that the Connecticut system for public school funding is broken and should be fixed by adopting a very simple weighted student funding formula where the money follows the student to whatever type of school he/she attends. Download the Policy Brief Read the Press Release Adding Up the Spending: Fiscal Disparities and Philanthropy among New York City Charter Schools Publication Date January 27, 2011 Authors Bruce Baker and Richard Ferris, Rutgers Research Areas School Funding Publication Type Policy Brief Summary Adding Up the Spending: Fiscal Disparities and Philanthropy Among New York City Charter Schools analyzes the financial resources available to charter schools and also looks at their performance on state standardized tests. The study concludes that while NYC charter spending varies widely and seems to depend upon access to private donations, they are not underfunded compared with traditional public schools. Further, on average NYC charters are not out-performing traditional public schools and there doesn’t appear to be a connection between charter funding and test scores. Download the Policy Brief Read the Press Release An Analysis of Arizona Individual Income Tax-credit Scholarship Recipient's Family Income, 2009-10 Publication Date November 18, 2010 Authors Casey D. Cobb, University of Connecticut Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary This report attempts to counter claims made by two AZ newspapers that the state's tuition tax credit voucher program has failed to increase private school access for low-income families. Download the Policy Brief Read the Press Release Equal or Fair? A Study of Revenues and Expenditures in American Charter Schools Publication Date June 29, 2010 Authors Gary Miron and Jessica L. Urschel Western Michigan University Research Areas Charter Schools; School Funding Publication Type Policy Brief Summary This report is the most comprehensive to date on the question of whether charter schools are inadequately funded compared with traditional public schools. Miron and Urschel find that though charter schools typically do get less funding than traditional public schools, this is primarily because traditional schools have additional obligations including special education, student support services, food and transportation services which charter schools do not provide (or spend less on). Download the Policy Brief Read the Press Release They Spend WHAT? The Real Cost of Public Schools Publication Date May 5, 2010 Authors Vaughn Altemus, University of Vermont Research Areas School Funding Publication Type Think Twice Summary This report contends that the figures most commonly associated with spending on K-12 public education do not include all relevant expenditures, and that the real costs are much higher than reported. Download the Policy Brief Read the Press Release Fix the City Schools: Moving All Schools to Charter-Like Autonomy Publication Date April 15, 2010 Authors Katrina E. Bulkley, Montclair State University Research Areas Charter Schools; School Funding; Governance & Public Education Publication Type Think Twice Summary This report argues for the decentralization of urban school districts and cites increased student achievement in post-Katrina New Orleans as support for city schools moving toward a "portfolio" of schools model. Download the Policy Brief Read the Press Release Private Schooling in the U.S.: Expenditures, Supply, and Policy Implications Publication Date August 18, 2009 Authors Bruce D. Baker Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary This policy brief makes the case for schools across the country to put an end to policies that cast off students into unchallenging, low-track classrooms. The authors recommend a clear process for the phasing out of curricular stratification in grades K-10, beginning with the lowest track and granting meaningful access to AP and IB courses to all students. The brief includes model statutory language to implement its recommendations. Download the Policy Brief Read the Press Release Private Schooling in the U.S.: Expenditures, Supply, and Policy Implications Publication Date August 18, 2009 Authors Bruce D. Baker Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years Publication Date May 21, 2009 Authors Martin Carnoy, Stanford University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The report finds that after three years, students in the D.C. voucher program showed modestly higher reading scores, but no significant difference in math scores when compared with a control group of students who didn’t get vouchers. Download the Policy Brief Read the Press Release Weighted Student Formula Yearbook 2009 Publication Date May 13, 2009 Authors Bruce Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary The report examines 14 city school systems and one statewide one - Hawaii- that the report presents as reflecting "best practices" in implementing what it calls Weighted Student Funding reforms. The report is based on two underlying premises: (1) school budgets should be allocated directly to schools within a district, with the amount based on each child's needs; and (2) school principals should have full discretion on how to allocate those funds. Download the Policy Brief Read the Press Release The Fiscal Impact of the Milwaukee Parental Choice Program: 2009 Update Publication Date April 27, 2009 Authors Christopher Lubienski, University of Illinois Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary This report examines issues concerning the funding formula used for the Milwaukee Parental Choice Program and finds that it generates a net savings to taxpayers in Wisconsin but imposes a large fiscal burden on taxpayers in Milwaukee. Download the Policy Brief Read the Press Release When Private Schools Take Public Dollars: What’s the Place of Accountability in School Voucher Programs? Publication Date April 15, 2009 Authors Ernest House, University of Colorado at Boulder Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary This report examines the opinions of experts who are school choice advocates regarding accountability issues for private schools that accept public monies (vouchers). Download the Policy Brief Read the Press Release sign up for emails Get the latest K-12 education policy research delivered straight to your inbox!

The Latest: Avoiding the Supreme Court’s Religious Charter-School Trap: Governance Change for the New Legal Era Read it GLC Publications List Decoding Progress in Reading Preparation (National Council on Teacher Quality, June 2026) Publication Date August 11, 2026 Authors Elena Aydarova, University of Wisconsin-Madison Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary This review examines a National Council on Teacher Quality report on elementary teacher preparation for reading instruction and concludes that its recommendations are not supported by rigorous evidence. The review argues that the report relies on outdated research, flawed methodology, and apparent conflicts of interest, and cautions policymakers against using it to guide teacher preparation or literacy policy. Download the Policy Brief Read the Press Release Navigating the Math Wars: A Practical Guide to the Divides and Debates Influencing Math Instruction Publication Date July 28, 2026 Authors Deborah Loewenberg Ball, University of Michigan Research Areas Curriculum & Instruction; Teacher Workforce; Public Education Publication Type Think Twice Summary The review examines current debates over math instruction and argues that a report intended to clarify them instead reinforces polarization and lacks sufficient nuance about classroom practice. Download the Policy Brief Read the Press Release Sifting Through the Mississippi Evidence Publication Date July 14, 2026 Authors Gregory Camilli, Professor Emeritus at Rutgers University Research Areas Assessment & Accountability; Early Childhood; Curriculum & Instruction Publication Type Think Twice Summary New review uses Progressive Policy Institute report as starting point to try to better understand the impact of literacy reforms and other factors that may have influenced the state's NAEP fourth-grade reading scores. Download the Policy Brief Read the Press Release Avoiding the Supreme Court's Religious Charter-School Trap: Governance Change for the New Legal Era Publication Date May 28, 2026 Authors Kevin G. Welner, Carol C. Burris, and Preston C. Green III Research Areas Charter Schools; Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary In a new policy brief, Avoiding the Supreme Court's Religious Charter-School Trap: Governance Change for the New Legal Era, authors Kevin G. Welner (University of Colorado Boulder), Carol C. Burris (Network for Public Education), and Preston C. Green III (University of Connecticut) warn that, without proactive legislative action, this radical transformation of states' charter sectors could be fully imposed within two years. Appendix Download the Policy Brief Read the Press Release Review of The Economic Impact from Colorado's Choice to Participate in the "Education Freedom Tax Credit" Provision in the One Big Beautiful Bill Act Publication Date May 21, 2026 Authors Thomas Young and Jimena Sanchez; Joydeep Roy, Teachers College, Columbia University Research Areas School Funding; Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary The Common Sense Institute recently published a report declaring large potential benefits of the federal education tax-credit voucher program created through President Trump's One Big Beautiful Bill. However, the report's claims about the improvements the program would create for Colorado are unlikely to materialize. Download the Policy Brief Read the Press Release Review of Beyond Race: What Really Drives Wisconsin's Achievement Gap Publication Date May 12, 2026 Authors Will Flanders; Jaekyung Lee, University at Buffalo Research Areas Equity & Civil Rights; Assessment & Accountability; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law and Liberty (WILL) highlights stark achievement gaps between White and Black students in Wisconsin, particularly in elementary-level English language arts and reading. While the report deserves credit for bringing attention to this important issue, its analysis is incomplete and misleading. Download the Policy Brief Read the Press Release Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance Publication Date April 21, 2026 Authors Derek Gottlieb Research Areas Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary The first year of the second Trump administration has seen a radical break from six decades of federal education policy, discarding the longstanding vision of equal access and human capital development in favor of a new, and as yet undefined, approach to American educational governance. In a new policy brief, Studying the First Year of Trump's Second Term: The Renewed Importance of Participatory Governance, Dr. Derek Gottlieb, a leading scholar of education policy, examines the educational purposes that administration officials have publicly articulated across a variety of platforms, along with the actions that the federal government has taken over the past year to achieve its goals. Download the Policy Brief Read the Press Release Review of Who's on Board? School Boards and Political Representation in an Age of Conflict Publication Date March 26, 2026 Authors David M. Houston and Michael T. Hartney; Carrie Sampson, Arizona State University; Jeanne M. Powers, Arizona State University Research Areas Equity & Civil Rights Publication Type Think Twice Summary A recent Fordham Institute report surveys more than 5,000 school board members across over 3,000 districts, finding they are disproportionately White, college educated, and often current or former teachers, with politics and beliefs that largely mirror both the U.S. public and their local communities. Download the Policy Brief Read the Press Release Review of A New Direction for Students in an AI World: Prosper, Prepare, Protect Publication Date March 12, 2026 Authors Mary Burns, Rebecca Winthrop, Natasha Luther, Emma Venetis, and Rida Karim; William R. Penuel, University of Colorado Boulder Research Areas Technology & AI Publication Type Think Twice Summary A recent Brookings Institution report synthesizes findings from a year-long study of generative artificial intelligence (AI) in education, concluding that its potential harms to young people's learning and development currently outweigh its benefits. Download the Policy Brief Read the Press Release The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment Publication Date March 3, 2026 Authors Huriya Jabbar, Huriya Jabbar and Daniel Espinoza of the University of Southern California; Daniel Espinoza, University of Southern California Research Areas Equity & Civil Rights; School Funding; Assessment & Accountability; School Choice & Vouchers Publication Type Policy Brief Summary Critiques of public education have intensified in recent years. While public schools do indeed have real areas in need of growth and improvement, many of today’s attacks are generated and amplified by organizations seeking to manufacture crises. These narratives often ignore counterevidence, and they use deceptive language to portray the system as broadly failing, even hopeless. To examine these destructive critiques, Huriya Jabbar and Daniel Espinoza of the University of Southern California authored a policy brief, The Cycle of Disinvestment in Public Schools: How Public School Criticism Drives Policy and Disinvestment, released today by NEPC. The brief identifies five core narratives used to portray a failing education system: claims of underachievement, inefficiency, inequality, lack of school choice, and indoctrination. Download the Policy Brief Read the Press Release Review of NEPC Review: Estimating the LongRun Impact of a Universal ESA Program in Mississippi Publication Date February 24, 2026 Authors Martin Lueken and Michael Q. McShan; David S. Knight, University of Washington Research Areas School Funding; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice estimates the long-term economic returns of a universal education savings account (ESA) policy in Mississippi. ESA policies provide taxpayer dollars to households that decline to send their children to public schools, allowing those funds to be used for private school tuition or other educational expenses. As ESAs and similar school choice programs expand rapidly across the country, rigorous research is essential to inform sound, evidence-based policymaking. Download the Policy Brief Read the Press Release Review of Redrawing the Lines: How Purposeful School System Redistricting Can Increase Funding Fairness and Decrease Segregation Publication Date January 29, 2026 Authors Christopher Cleveland, Brown University; Joshua Almes, Brown University Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary A recent New America report argues that states can advance educational equity by redrawing school district boundaries to reduce within-state fiscal and demographic disparities. While the analysis has some methodological limitations, it offers policymakers a useful framework for understanding how existing district lines shape unequal access to resources. Download the Policy Brief Read the Press Release Review of Outmatched: Special Education Can't Solve Problems Rooted in the Education Delivery System Publication Date January 22, 2026 Authors Ashley Jochim and Alexander Kurz; Federico Waitoller, University of Illinois Chicago Research Areas Governance & Public Education; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary While special education in the United States has advanced civil rights and educational equity, persistent concerns about inequity, labeling, and segregation remain. A recent Center on Reinventing Public Education (CRPE) report proposes a dramatic restructuring of special education, arguing that rising identification rates and persistent achievement gaps stem from a general education system built for uniformity rather than diversity. Download the Policy Brief Read the Press Release Review of A State-Level Perspective on School Spending and Educational Outcomes Publication Date December 11, 2025 Authors Sarah Reber and Gabriela Goodman; Mark Weber, Rutgers University Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A large and growing body of high-quality research shows that increased school funding positively affects student outcomes. Yet, as compared to the effect of school funding reported in an authoritative meta-analysis, a new Brookings Institution report examining this relationship finds a much smaller (although still positive) effect. Download the Policy Brief Read the Press Release Review of ESA's in Arizona: Q3 2025 Report Publication Date December 4, 2025 Authors Glenn Farley; David Garcia, Arizona State University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Common Sense Institute (CSI) addresses two important policy questions about Arizona's Empowerment Scholarship Account (ESA) program: 1) how much the ESA program will cost in the upcoming year, and 2) what the demographic characteristics of ESA users are by household income and race/ethnicity. Download the Policy Brief Read the Press Release Christian Nationalism and Educational Policy in the United States Publication Date November 4, 2025 Authors Kevin Burke, University of Georgia; Heidi Hadley, Auburn University Research Areas Curriculum & Instruction; Equity & Civil Rights; Governance & Public Education; School Choice & Vouchers Publication Type Policy Brief Summary American public education faces an escalating challenge: the rise of Christian nationalism. This movement entwines politics and religion, insisting the U.S. was founded as a Christian nation and should be governed by rigid hierarchies under the Christian God. A new policy brief explores the political and ideological effects this movement has on education policy. Download the Policy Brief Read the Press Release Review of Wisconsin's Most Cost-Effective K-12 Program Publication Date October 28, 2025 Authors School Choice Wisconsin; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As one of the nation's longest-running private school voucher initiatives, Wisconsin's program has drawn decades of research interest. A recent report from a think tank called School Choice Wisconsin considers the cost-effectiveness of voucher-receiving schools in Racine, Milwaukee, and across the state. Download the Policy Brief Read the Press Release Review of Productive Struggle: How Artificial Intelligence is Changing Learning, Effort, and Youth Development in Education Publication Date October 21, 2025 Authors Amy Chen Kulesa, Marisa Mission, Michelle Croft, and Mary K. Wells; Thomas M. Philip, University of California, Berkeley Research Areas Technology & AI Publication Type Think Twice Summary A recent report from Bellwether considers the role of generative AI (GenAI) in education, posing the question: When does the ease afforded by GenAI enable deeper learning, and when is ease merely a shortcut with hidden costs? Download the Policy Brief Read the Press Release Review of Let's Get Ready! Educating All Americans for Success Publication Date October 14, 2025 Authors Ryan Pfleger Research Areas Assessment & Accountability; Curriculum & Instruction; School Funding; General / Needs Review; School Choice & Vouchers Publication Type Think Twice Summary In late July, the National Governors Association released a report urging states to transform schools into stronger drivers of economic competitiveness. The report recommends that governors build public dashboards to track outcomes, align schools with workforce needs, and evaluate programs based on graduates' earnings potential. Download the Policy Brief Read the Press Release Review of Directional Signals: A New Analysis of the Evolving Private School Choice Landscape Publication Date September 30, 2025 Authors Bella DiMarco; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers Publication Type Think Twice Summary In recent years, at least a dozen states have created private school choice (aka voucher) programs that are universal—placing few or no restrictions on wealth or other factors that might limit which families can participate. A FutureEd report examines the expansion of such programs, and provides a generally useful, up-to-date compilation of basic facts and trends around universal voucher programs in 10 states. Download the Policy Brief Read the Press Release Fit for Purpose? How Today’s Commercial Digital Platforms Subvert Key Goals of Public Education Publication Date September 25, 2025 Authors Faith Boninger, University of Colorado Boulder; T. Philip Nichols, Baylor University Research Areas Technology & AI; Equity & Civil Rights; Governance & Public Education; Assessment & Accountability Publication Type Policy Brief Summary A new policy brief, Fit for Purpose? How Today's Commercial Digital Platforms Subvert Key Goals of Public Education, by Faith Boninger of the University of Colorado Boulder and T. Philip Nichols of Baylor University, reviews research examining key pedagogical, logistical, and ethical implications of ed tech platforms for schools. The brief's analysis of these implications leads to recommendations for teachers, school leaders, and policymakers on how to govern its use. Download the Policy Brief Read the Press Release Review of Fiscal Factbook: 2025 Edition Publication Date September 4, 2025 Authors Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary As enrollment in school privatization programs grows, right-wing ideological think tanks such as EdChoice have continued to argue that school vouchers and education savings accounts (ESAs) strengthen public school finances. Its Fiscal Factbook purports to find that voucher programs do not harm public school finances. The data presented in the report, however, fail to support its assertion. Download the Policy Brief Read the Press Release Review of Apples to Apples: The Definitive Look at School Test Scores in Milwaukee and Wisconsin for 2024 Publication Date June 10, 2025 Authors Will Flanders; Benjamin Shear, University of Colorado Boulder Research Areas Charter Schools; School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law & Liberty (WILL) examines publicly available test score data from Spring 2024 in Wisconsin to investigate the relative effectiveness and cost of school choice programs. Download the Policy Brief Read the Press Release Stuck Between a Rock and a Hard Place? Disentangling the Intersections of Student Behavior, School Discipline, and School Safety in the Post-COVID Era Publication Date May 20, 2025 Authors Richard O. Welsh, Vanderbilt University; Kathryn James McGraw, Vanderbilt University Research Areas School Climate & Student Support; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers Publication Type Policy Brief Summary A new policy brief addresses growing concerns about student behavior, educators' perceptions of that behavior, and the management of perceived misbehavior in the wake of the COVID-19 pandemic. These issues, already urgent before the pandemic, have intensified as schools contend with increased need, trauma, and behavioral challenges. Download the Policy Brief Read the Press Release Review of The Enrollment Decline Windfall Publication Date May 8, 2025 Authors Ben Scafidi, EdChoice; David E. DeMatthews and Jinseok Shin of the University of Texas at Austin Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary Most U.S. states continue to heavily rely on per-pupil funding models. Accordingly, projections of declining school-aged populations through 2030—combined with the rapid expansion of private school voucher policies—have raised serious concerns about the future adequacy of public school funding. A recent EdChoice report downplays these concerns. Download the Policy Brief Read the Press Release California Class Sizes Matter Publication Date May 2, 2025 Authors Great Lakes Center Research Areas Equity & Civil Rights Publication Type Policy Brief Summary Smaller class sizes are essential for our public school educators to do their jobs and provide every student with the individual attention they need to succeed. Yet the educator-to-student ratio continues to increase nationwide as educators are continually asked to do more with less. Download the Policy Brief Read the Press Release Review of The Persistence of Religious Discrimination in Publicly Funded Pre-K Programs Publication Date May 1, 2025 Authors Nicole Stelle Garnett, Tim Rosenberger, and J. Theodore Austin; Joshua Weishart, Suffolk University Law School Research Areas Early Childhood; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Manhattan Institute asserts that many religious pre-K providers are being unconstitutionally excluded from publicly funded education programs that remain open to other private schools. But incomplete research and methodological flaws render the report of relatively little value to policymakers or the public. Download the Policy Brief Read the Press Release Review of Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends Publication Date April 24, 2025 Authors Nat Malkus; Chris Domaleski, National Center for the Improvement of Educational Assessment Research Areas Assessment & Accountability; Governance & Public Education; School Funding Publication Type Think Twice Summary A recent American Enterprise Institute report does a good job of identifying and describing long-term trends in student performance using national and international assessment data. However, a review finds that the report then falls short in its attempts to analyze and understand the factors driving these trends. Download the Policy Brief Read the Press Release The Mounting Trouble with Education Savings Accounts Publication Date April 17, 2025 Authors Samuel E. Abrams, Director of NEPC's International Partnership for the Study of Educational Privatization Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary In NEPC's new policy brief, The Mounting Trouble with Education Savings Accounts, author Samuel E. Abrams, the director of NEPC's International Partnership for the Study of Educational Privatization, examines this surge in universal ESAs. Abrams describes their origins, rapid growth, and implications for accountability, equity, public school funding, and civic life. Download the Policy Brief Read the Press Release Review of Thousands Served: Students with Disabilities in Wisconsin’s Parental Choice Programs Publication Date April 8, 2025 Authors School Choice Wisconsin and the Wisconsin Institute for Law & Liberty; Maria M. Lewis, Pennsylvania State University; Julie F. Mead, University of Wisconsin-Madison Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary Scholars, advocates, and policymakers have long expressed the concern that many private schools receiving taxpayer subsidies through voucher programs would fail to serve children with disabilities. The Wisconsin Institute for Law and Liberty, in collaboration with School Choice Wisconsin, recent published a report challenging those concerns. Download the Policy Brief Read the Press Release Review of Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory Publication Date March 25, 2025 Authors Kenneth A. Shores and Sanford R. Student; Michael Russell, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; General / Needs Review; School Funding Publication Type Think Twice Summary The role of standardized test scores in college admissions is evolving, with many institutions shifting away from the SAT and ACT. In their absence, high school GPA has become the primary indicator of college readiness, though it doesn't account for course difficulty. A new Annenberg Institute report introduces "Transcript Strength," a measure designed to adjust GPA based on course rigor. While promising, the report acknowledges the approach requires further research and development. Download the Policy Brief Read the Press Release Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be Publication Date March 11, 2025 Authors Emilie Mitescu Reagan, Claremont Graduate University; A. Lin Goodwin, Boston College Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education; Teacher Workforce Publication Type Policy Brief Summary A professionalized teaching workforce is key to strong educational opportunities, improved student outcomes, and broader societal benefits. However, recent policies aimed at improving teacher quality have had unintended consequences-eroding teacher autonomy, increasing workload, standardizing curriculum and assessment, and fostering public distrust. In NEPC's new policy brief, Let's Stop Asking Whether Teachers Are Professionals. Let's Ask What Kinds of Professionals We Want Teachers to Be, authors Emilie Mitescu Reagan of Claremont Graduate University and A. Lin Goodwin of Boston College examine the ongoing evolution of teachers' professional status. The brief explores how educators can navigate the constantly shifting societal perceptions of their profession. Download the Policy Brief Read the Press Release Review of Fiscal Effects of School Choice: The Costs and Savings of Private School Choice Programs in America Through FY 2022 Publication Date February 10, 2025 Authors Martin F. Lueken; Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The expansion of voucher programs, which provide taxpayer-financed subsidies for families enrolling students in private schools, has prompted a debate about their fiscal impact. A recent EdChoice report argues that these programs do not negatively affect public school finances and actually save taxpayers substantial sums of money. Today's review explains how this argument rings hollow. Download the Policy Brief Read the Press Release Review of Think Again: Are Education Programs for High Achievers Inherently Inequitable? Publication Date February 4, 2025 Authors Brandon L. Wright; Margaret Thornton, Rowan University Research Areas Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent Fordham Institute report analyzes several perceived threats to educational opportunities for students who score well on standardized tests and class grades. It contends that these threats come from those who are overly concerned about "equity" and who seek to undermine programs designed for these high-achieving students. Download the Policy Brief Read the Press Release Review of Underachieving and Underenrolled: Chronically Low-Performing Schools in the Post-Pandemic Era Publication Date January 28, 2025 Authors Sofoklis Goulas; Sally A. Nuamah, Northwestern University Research Areas Governance & Public Education; Equity & Civil Rights; School Funding; School Choice & Vouchers Publication Type Think Twice Summary A recent Fordham Institute report argues that post-pandemic enrollment declines will inevitably force districts to make the controversial decision to close some schools. Embracing this possibility, it provides dual criteria of substantial declines in enrollment and chronic low performance as indicators of which schools should be closed first, naming nearly 500 specific schools that meet the criteria. Download the Policy Brief Read the Press Release Review of Resource Realities: A Comparative Analysis of Charter and District School Funding in Washington, D.C. Publication Date January 21, 2025 Authors Krista Kaput, Titilayo Tinubu Ali, and Jennifer O'Neal Schiess; Clive Belfield; Queens College, City University of New York Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent Bellwether report explores how much public financing charter schools receive and whether they are funded fairly compared to traditional public schools, specifically in the District of Columbia. After finding disparities, it offers a series of recommendations to reduce those disparities, but upon review these findings and recommendations are not well-supported. Download the Policy Brief Read the Press Release Review of School Segregation on School Report Cards: Who Are We Grading Anyway? Publication Date December 10, 2024 Authors Jay Carter and Leonardo Restrepo; James Noonan, Salem State University Research Areas Assessment & Accountability; Equity & Civil Rights; Governance & Public Education Publication Type Think Twice Summary A recent Urban Institute report examines proposed legislation in North Carolina that would add a "proportionality score" to the state accountability system, measuring how closely a school’s racial demographics match those of the surrounding county. James Noonan of Salem State University reviewed School Segregation on School Report Cards: Who Are We Grading Anyway? and found it to be logical but somewhat under-explained. Download the Policy Brief Read the Press Release Review of Searching for the Tipping Point: Scaling up Public School Choice Spurs Citywide Gains Publication Date December 3, 2024 Authors Tressa Pankovits; David R. Garcia, Arizona State University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent Progressive Policy Institute report purports to examine the impact of charter schools on the achievement of students who remain enrolled in district-run public schools. Based on the data in the report, however, it shows only a weak relationship between the presence of charter schools and increases in achievement for all students, which contradicts the report's claims. Download the Policy Brief Read the Press Release Review of Learning Systems: Shaping the Role of Artificial Intelligence in Education Publication Date November 26, 2024 Authors Amy Chen Kulesa, Michelle Croft, Brian Robinson, Mary K. Wells, Andrew J. Rotherham, and John Bailey; T. Philip Nichols, Baylor University Research Areas Technology & AI; Governance & Public Education Publication Type Think Twice Summary A recent three-part report from Bellwether explores the growing role of artificial intelligence (AI) in K-12 education and offers recommendations for policymakers and practitioners to navigate this emerging landscape. Download the Policy Brief Read the Press Release The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems Publication Date November 21, 2024 Authors David S. Knight, University of Washington; David DeMatthews, University of Texas at Austin Research Areas Charter Schools; Governance & Public Education; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary NEPC’s new policy brief, The Fiscal Impacts of Expanded Voucher Programs and Charter-School Growth on Public Schools: Recommendations for Sustaining Adequate and Equitable School Finance Systems, synthesizes research on the fiscal impacts of charter and voucher school policies on public school systems. Authors David S. Knight of the University of Washington and David DeMatthews of the University of Texas at Austin also discuss recent developments, including the influx of voucher policies, often promoted by large philanthropic donations and messaging campaigns. Download the Policy Brief Read the Press Release Review of Reassessing ESSA Implementation: An Equity Analysis of School Accountability Systems Publication Date November 20, 2024 Authors Nicholas Munyan-Penney, Abigail Jones, and Shayna Levitan; Derek Gottlieb, University of Northern Colorado Research Areas Assessment & Accountability; Equity & Civil Rights Publication Type Think Twice Summary EdTrust recently published a report using what it calls an "equity analysis" to critique states' accountability plans, recommending several steps states might take to improve their systems. But a new review explains how that report rehashes old arguments for the original No Child Left Behind Act (NCLB). Download the Policy Brief Read the Press Release Review of Pennsylvania's Education Tax Credit Scholarships: How EITC Serves Children and Families in the Commonwealth Publication Date November 12, 2024 Authors Rachel Langan; Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A recent Commonwealth Foundation report praises Pennsylvania's tax credit scholarship programs, which create private-school vouchers funded through tax-credited donations. The report argues in favor of the programs' expansion, but it has at least three major shortcomings. Download the Policy Brief Read the Press Release Review of Systemwide and Intervention-Specific Effects of Denver Public Schools' Portfolio District Strategy on Individual Student Achievement Publication Date November 7, 2024 Authors Parker Baxter, Anna Nicotera, David Stuit, Margot Plotz, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver attempts to assess the effect of a "portfolio district strategy" on student performance in the Denver Public Schools. As was the case with its 2022 predecessor (reviewed here), advocates for portfolio reforms have trumpeted the new study as showing that this "portfolio" package of reforms has a positive and large impact on student outcomes. The review, however, concludes that the study lacks the ability to so definitively link Denver's improved outcomes to these particular reforms. Download the Policy Brief Read the Press Release How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent? Publication Date October 3, 2024 Authors Joshua Cowen and Ryan D. Nowak, Michigan State University Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Policy Brief Summary In a new NEPC policy brief, How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent?, Joshua Cowen and Ryan D. Nowak of Michigan State University summarize the research evidence about vouchers and consider how existing program can be improved. They identify three areas of policy design—accountability, access, and transparency—that are especially important for student success and a good-faith use of public funding. Download the Policy Brief Read the Press Release Review of Ohio Charter Schools After the Pandemic: Are Their Students Still Learning More Than They Would in District Schools? Publication Date September 24, 2024 Authors Stephane Lavertu; Bryan Mann, University of Kansas Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Think Twice Summary A recent Fordham Institute report contends that the state's charter schools have outperformed traditional public schools and implies that they merit continued or expanded state investment. Download the Policy Brief Read the Press Release Review of Helping Families Navigate the Changing Education Landscape Publication Date September 10, 2024 Authors Colleen Hroncich and Jamie Buckland; Huriya Jabbar, University of Southern California Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent Cato Institute report describes how Education Savings Accounts (ESAs), the newest form of private-school voucher, have the potential to transform education by giving families increased options for tailoring their child's education, especially with the guidance of special consultants along the way. A review of that report, however, determines that it fails to provide useful evidence to support its conclusions and its recommendation that the cost of these "choice navigators" should be included as an eligible expense. Download the Policy Brief Read the Press Release Strengthening Oversight of Education Savings Account (ESA) Funding for Private and At-Home Schooling Publication Date September 5, 2024 Authors Luis A. Huerta and Trevor Baisden, Teachers College, Columbia University Research Areas School Choice & Vouchers; School Funding Publication Type Policy Brief Summary The school-choice landscape in the United States is undergoing a rapid transformation, as states increasingly enact a new form of vouchers called Education Savings Accounts (ESAs). Unlike earlier voucher programs, which generally allowed taxpayer subsidies only for private school tuition, ESAs represent a radically expansive-and potentially very costly-vision for the private use of public funds. ESA participants receive public monies via direct deposit and can use them for various expenses, including but also well beyond private school tuition and fees. Many states, in fact, allow these funds to be used for nearly any purportedly educational expense. ESA funds are thus widely dispersed among participants and private providers but, to date, require little or no oversight or accountability. Download the Policy Brief Read the Press Release Review of The Broken Pipeline: Advanced Education Policies at the Local Level Publication Date July 18, 2024 Authors Adam Tyner; Eunice S. Han, University of Utah Research Areas Governance & Public Education; Assessment & Accountability Publication Type Think Twice Summary A recent Thomas B. Fordham Institute report describes current policies and practices at the district level across the U.S. that are designed to provide what the report calls advanced and gifted education. A review of the report determines, however, that its conclusions and policy suggestions lack validity. Download the Policy Brief Read the Press Release Review of 'So Hard, but So Rewarding:' How School System Leaders are Scaling up Strategic School Staffing Models Publication Date July 11, 2024 Authors Lisa Chu, Lydia Rainey, & Steven Weiner; Elizabeth Stringer Keefe, Stonehill College Research Areas Governance & Public Education; Teacher Workforce Publication Type Think Twice Summary Following the pandemic, pervasive challenges have plagued the teaching profession, including teacher shortages, burnout, job dissatisfaction, and attrition. A new report from the Center on Reinventing Public Education proposes what it calls "strategic school staffing models" as a solution, though its evidence for this conclusion is lacking. Download the Policy Brief Read the Press Release Review of Did the Emergence of Ohio Charter Schools Help or Harm Students Who Remained in District Schools? Publication Date June 20, 2024 Authors Stéphane Lavertu; Bryan Mann, University of Kansas Research Areas Charter Schools; Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary Legislatures across the United States continue to pass policies to add or expand school choice. Within this context, the Fordham Institute, an advocate of school choice expansion, has published a report asserting that charter schools have not negatively affected students in traditional public schools. However, a review of this report finds that though it could contribute to the conversation, its conclusions are highly misleading. Download the Policy Brief Read the Press Release Review of Spark & Sustain: How All the World's School Systems Can Improve Learning at Scale Publication Date June 13, 2024 Authors Jake Bryant, Felipe Child, Ezgi Demirdag, Emma Dorn, Stephen Hall, Kartik Jayaram, Charag Krishnan, Cheryl Lim, Emmy Liss, Kemi Onabanjo, Frédéric Panier, Juan Rebolledo, Jimmy Sarakatsannis, Doug; Clara Fontdevila, University of Glasgow; Antoni Verger, Universitat Autònoma de Barcelona; and Adrián Zancajo, Universitat Autònoma de Barcelona Research Areas Governance & Public Education; Technology & AI; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary McKinsey & Company released a new global report on education that provides guidelines for policy reforms and governance strategies offered as promoting significant and sustained improvement in students’ learning outcomes. A review of the report, however, identified weaknesses likely to compromise the robustness of its conclusions. Download the Policy Brief Read the Press Release Review of The Reality of Switchers Publication Date May 2, 2024 Authors Martin F. Lueken; Joshua Cowen, Michigan State University Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new report from the voucher-advocacy group EdChoice takes issue with the overwhelming evidence establishing that most users of vouchers under recent expansions of these policies have never attended public schools. Download the Policy Brief Read the Press Release Review of Public Education at a Crossroads: A Comprehensive Look at K-12 Resources and Outcomes Publication Date April 9, 2024 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Clive Belfield, City University of New York Research Areas School Funding; Assessment & Accountability Publication Type Think Twice Summary A growing and persuasive body of research has established the causal relationship between school funding and academic outcomes. The reality that money matters is not in serious dispute. But a new report from the Reason Foundation uses some superficial comparisons to try again to muddy the waters. Download the Policy Brief Read the Press Release Review of K-12 School Choice Calculator Publication Date March 19, 2024 Authors Bruce Baker, University of Miami Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A new calculator from two voucher-advocacy organizations is offered as a tool to assist state policymakers and choice advocates in providing more accurate estimates of the expenses of adopting publicly financed private-school choice (i.e., voucher) programs. But several factors suggest it should be used with caution and caveats. Download the Policy Brief Read the Press Release Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good Publication Date March 5, 2024 Authors Ben Williamson, University of Edinburgh; Alex Molnar, University of Colorado Boulder; Faith Boninger of the University of Colorado Boulder Research Areas Technology & AI; Equity & Civil Rights; Curriculum & Instruction Publication Type Policy Brief Summary A new NEPC policy brief, Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good, warns of the dangers of unregulated AI in schools, highlighting democracy and privacy concerns. Authors Ben Williamson of the University of Edinburgh, and Alex Molnar and Faith Boninger of the University of Colorado Boulder, examine the evidence and conclude that the proliferation of AI in schools jeopardizes democratic values and personal freedoms. Download the Policy Brief Read the Press Release The Potential for Land Use and Housing Reform to Address School Segregation and Educational Opportunity Publication Date February 13, 2024 Authors Genevieve Siegel-Hawley, Virginia Commonwealth University Research Areas Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary Housing, land use, and zoning policies are often siloed in such a way that they are considered and addressed separately from school segregation and students' opportunities to learn. But these policy areas can interact in powerful ways. Professor Genevieve Siegel-Hawley of Virginia Commonwealth University explores how in a new NEPC policy brief, The Potential for Land Use and Housing Reform to Address School Segregation and Educational Opportunity, in which she examines the potential of housing and land use policy reform to address school segregation. Professor Siegel-Hawley describes the key role that has been played by discriminatory land use planning and zoning regulations. These laws contributed to the unequal wealth distribution currently afflicting the nation, and those inequities-as well as those laws themselves-now shape access to an array of public goods, including schools. Neighborhood-based school assignment creates a direct link between segregated housing and segregated schools. More positively, zoning initiatives in recent years have proliferated to roll back the use of land for exclusionary purposes, with important implications for schools. Download the Policy Brief Read the Press Release Review of Still a Good Investment: Charter School Productivity in Nine Cities Publication Date January 23, 2024 Authors Alison H. Johnson, Josh B. McGee, Patrick J. Wolf, Jay F. May, and Larry D. Maloney; Mark Weber, Rutgers University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary The Department of Education Reform at the University of Arkansas has maintained, in an ongoing series of reports, that charter schools suffer from inequitable funding compared to public district schools. Their latest output extends this argument, claiming that despite receiving less revenue, charters achieve better results on standardized tests, making them the more cost-effective choice. However, the same methodological flaws identified in earlier reports continue, and worsen, in this one. Download the Policy Brief Read the Press Release The Conflict Over Parents' Rights Publication Date January 16, 2024 Authors Vivian Hamilton, William & Mary Law School Research Areas Technology & AI; Equity & Civil Rights; Curriculum & Instruction; Governance & Public Education Publication Type Policy Brief Summary A vocal minority of parents has, over the past couple years, invoked the idea of "parents rights" to demand curricular and policy changes that affect not only their own children, but all children within reach of those changes. These parents have, for example, sought to alter history curricula on slavery and race, to dictate how (and whether) schools teach about sexual orientation and gender identity, to remove books in school library collections, and to set school policies relating to transgender students. Interestingly, the most vocal parents taking part in campaigns for parents’ rights tend to see themselves as standing against the state and its schools, instead of standing inside a democratic community that strives for inclusive participation, informed inquiry, and respectful deliberation among the members of the community. In a new NEPC policy brief, The Conflict Over Parents' Rights, Professor Vivian Hamilton of William & Mary Law School details the politicization of parents’ rights and specific rights and responsibilities of various stakeholders, and she explains how competing rights of parents and schools can be reasonably aligned in practice. Download the Policy Brief Read the Press Release Review of The Cost-Effectiveness of Wisconsin's Private School Choice Programs Publication Date December 12, 2023 Authors Stephen Kotok, St. John’s University; Stephen Kotok, St. John's University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from School Choice Wisconsin claims that Wisconsin's voucher programs are highly "productive," achieving better academic outcomes at lower costs than public schools. A closer examination, however, calls into question the validity of these assertions. Download the Policy Brief Read the Press Release Review of From Surviving to Thriving: K-12 Choice and Opportunity for Rural Texas Students and Teachers Publication Date December 7, 2023 Authors Matthew Ladner and Jason Bedrick; Amanda Potterton of the University of Kentucky, Annah Rogers of the University of West Alabama, and Jeanne Powers of Arizona State University Research Areas Charter Schools; School Choice & Vouchers; Assessment & Accountability Publication Type Think Twice Summary The Heritage Foundation recently published a report that claims increased competition has improved academic achievement in Arizona's rural public schools and that similar policies will be good for rural Texas. However, a review finds several flaws in the report's reasoning and methodology. Download the Policy Brief Read the Press Release How Discriminatory Censorship Laws Imperil Public Education Publication Date November 30, 2023 Authors Jonathan Feingold, Boston University School of Law; Joshua Weishart, West Virginia University College of Law Research Areas Equity & Civil Rights Publication Type Policy Brief Summary Among the most alarming repercussions has been the adoption of "discriminatory censorship laws" that attempt to discredit and prevent classroom conversations about racism, gender identity, and other targeted topics. In How Discriminatory Censorship Laws Imperil Public Education, Jonathan Feingold (Boston University School of Law) and Joshua Weishart (West Virginia University College of Law) explore the spread and impact of these laws, observing that-although their language, prohibitions, and penalties vary-all further two common aims: to demean inclusionary values and to deny students access to critical thinking, inquiry, and knowledge about racism, gender identity and other targeted topics. Download the Policy Brief Read the Press Release Review of Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review Publication Date November 21, 2023 Authors Trine Filges, Christoffer Scavenius Sonne-Schmidt, and Bjørn Christian Viinholt Nielsen; Clive Belfield, Queens College, City University of New York Research Areas Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A 2018 report from Campbell Collaboration, analyzing research literature estimating the impact of class size reduction on reading and math achievement, has recently been gaining renewed attention, thanks in part to a Washington Post piece by Michael Bloomberg. Download the Policy Brief Read the Press Release Review of Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity and When Good Parents Go to Jail: The Criminalization of Address Sharing in Public Education Publication Date November 14, 2023 Authors Megan Gallagher, Rachel Lamb, Alexa Kort, and James Carter | Tim DeRoche, Hailly T.N. Korman, and Harold Hinds; Andrene J. Castro, Virginia Commonwealth University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary The first report, Integrating Housing and Education Solutions to Reduce Segregation and Drive School Equity, specifically focuses on inequitable school resources and educational outcomes tied to residential and school segregation. The second report, When Good Parents Go to Jail: The Criminalization of Address Sharing in Public Education, similarly locates school and residential boundaries as drivers of educational inequities. Download the Policy Brief Read the Press Release Review of The 123s of School Choice: What the Research Says About Private School Choice Programs in America, 2023 Edition Publication Date October 12, 2023 Authors EdChoice; Christopher Lubienski, Indiana University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The 2023 (fifth) edition of a semi-regular EdChoice report about school-choice studies is billed as an updated overview of the varied and often contested research on outcomes in voucher-like programs that provide public funding for private schools. But like earlier editions, it uses flawed methods that tally certain voucher studies finding impacts on any subgroup, even if there was no effect on most students. There is little to no accounting for the studies’ sampling, quality, generalizability, or other important factors. Download the Policy Brief Read the Press Release Review of Qualified Education Expense Tax Credit: Economic Analysis Publication Date September 26, 2023 Authors Greg S. Griffin and Lisa Kieffer; David Knight, University of Washington Research Areas Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Georgia Department of Audits and Accounts examines the monetary costs and benefits of the state's Qualified Education Expense Tax Credit (QEEC), a voucher policy that provides a public subsidy for families to pay for private school tuition. A review of the report, however, contradicts its claim that the policy provides a net fiscal benefit to the state budget. Download the Policy Brief Read the Press Release Review of Teacher Prep Review: Strengthening Elementary Reading Instruction Publication Date September 19, 2023 Authors Christie Ellis, Shannon Holston, Graham Drake, Hannah Putman, Abigail Swisher, and Heather Peske; Paul Thomas, Furman University Research Areas Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary A recent report from the National Council on Teacher Quality (NCTQ) evaluates more than half of the elementary teacher preparation programs in the U.S., to gauge their effectiveness in reading instruction. A review finds, however, that the report lacks the rigor necessary to adequately inform policy or practice. Download the Policy Brief Read the Press Release Evaluating Research That Alleges Funding Disparities Between Charter and District Schools Publication Date September 12, 2023 Authors Mark Weber, Rutgers University Research Areas Charter Schools; Governance & Public Education; School Funding Publication Type Policy Brief Summary Over the past decade, pro-charter organizations have published a series of reports claiming that funding disparities put charter schools at a disadvantage compared to public schools run by school districts. However, those conclusions are invariably incorrect due to flawed research methods. In a policy memo released today by NEPC, Evaluating Research That Alleges Funding Disparities Between Charter and District Schools, Mark Weber of Rutgers University and the New Jersey Policy Perspective uses the latest "charter school funding inequity" report to illustrate these fundamental research flaws, thus providing a guide for stakeholders to evaluate the accuracy and transparency of related research. Download the Policy Brief Read the Press Release Review of As a Matter of Fact: National Charter School Study III 2023 Publication Date September 7, 2023 Authors Margaret E. Raymond, James L. Woodworth, Won Fy Lee, and Sally Bachofer; Joseph J. Ferrare University of Washington Bothell Research Areas Assessment & Accountability; School Funding; Charter Schools Publication Type Think Twice Summary In a recent report, the Center for Research on Education Outcomes (CREDO) examined charter school students' year-to-year test score growth over four years, and across 31 states. The report shows very small differences favoring charter schools and has been repeatedly trumpeted by charter school advocates as having policy significance-as weighing in favor of charter school expansion. Download the Policy Brief Read the Press Release Review of Think Again: Is Education Funding in America Still Unequal? Publication Date September 5, 2023 Authors Adam Tyner; Bruce Baker, University of Miami Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The Thomas B. Fordham Institute recently released a report claiming that the problems of inequality and inadequacy of public school funding have largely been solved. This is incorrect, according to a review of the report. Download the Policy Brief Read the Press Release Section 504 Plans: Examining Inequitable Access and Misuse Publication Date June 8, 2023 Authors Maria M. Lewis, Pennsylvania State University; Raquel Muñiz, Boston College Research Areas Equity & Civil Rights; Governance & Public Education Publication Type Policy Brief Summary In a policy brief released today by NEPC, Section 504 Plans: Examining Inequitable Access and Misuse, Maria M. Lewis of Penn State University and Raquel Muñiz of Boston College present research and emerging trends that should inform policymaking around Section 504. Download the Policy Brief Read the Press Release Review of Think Again: Do Charter Schools Drain Resources From Traditional Public Schools? Publication Date May 18, 2023 Authors David Griffith; Huriya Jabbar, University of Texas at Austin Research Areas Charter Schools; School Funding Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers whether charter schools increase or decrease traditional public school districts’ total revenues, instructional spending per pupil, and efficiency. Download the Policy Brief Read the Press Release Virtual Schools in the U.S. 2023 Publication Date May 11, 2023 Authors Alex Molnar, Gary Miron, Shelby Hagle, Charisse Gulosino, Bryan Mann, Luis Huerta, Jennifer King Rice, Amanda Glover, and Kayla Bill Research Areas Technology & AI Publication Type Policy Brief Summary Virtual Schools in the U.S. 2023 provides a scholarly analysis of the characteristics and performance of publicly funded K-12 virtual schools. It reviews the available research on virtual school practices, examines recent state legislative efforts, and provides policy recommendations. Download the Policy Brief Read the Press Release Review of School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education Publication Date May 2, 2023 Authors Zach Goldberg and Eric Kaufmann; Christine Sleeter, California State University Monterey Bay; David Garcia, Arizona State University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary A recent report from the Manhattan Institute presents results of a survey of U.S. adults aged 18-20 to determine the extent to which eight concepts the report equates with what it calls "critical social justice" (CSJ) theory-which the report frowns upon-are taught in schools. The first of the eight concepts, for instance, is, "America is a systemically racist society." Download the Policy Brief Read the Press Release Review of Assessing the National Landscape of Capital Expenditures for Public School Districts Publication Date April 20, 2023 Authors Kristin Blagg, Fanny Terrones, and Victoria Nelson; Jeffrey M. Vincent, University of California, Berkeley Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The report relies primarily on school district annual capital outlay data reported in the U.S. Department of Education's Common Core of Data. It also examines which state policies may promote more progressive investment patterns. Confirming other studies, the report finds that school district capital expenditures vary from year to year and from state to state, that each state has a unique approach and mix of policies governing state support for local capital outlay, and that capital outlay is rarely equal or progressive. The report also finds that states with policies that aim to equalize capital spending are more likely to provide capital outlays for students from low-income backgrounds that are equal to or greater than outlays in wealthier communities. Download the Policy Brief Read the Press Release Consumer-Oriented School Rating Systems and Their Implications for Educational Equity Publication Date April 13, 2023 Authors Jeanne M. Powers, Arizona State University Research Areas School Funding; Technology & AI; Equity & Civil Rights Publication Type Policy Brief Summary Professor Powers describes the growing evidence base about these rating systems, their purpose purportedly being to help families navigate increasingly complex school choice options. One consistent research finding is that schools’ ratings, or the measures that comprise school ratings, are associated with schools’ demographic characteristics, such as students’ race/ethnicity and socioeconomic status. The association between ratings and demographics is stronger for status metrics (or measures of a school’s performance at a specific moment in time) and weaker but still influential for growth metrics (or measures of a school’s performance trends over time). Status metrics tend to generate lower ratings for racially diverse schools, while growth metrics tend to generate higher ratings for them. School demographics also shape the way parents and other stakeholders respond to surveys or provide descriptive comments about schools. Download the Policy Brief Read the Press Release Review of Public Education Funding Without Boundaries: How to Get K-12 Dollars to Follow Open Enrollment Students Publication Date April 6, 2023 Authors Aaron Garth Smith, Christian Barnard, and Jordan Campbell; Dr. Mark Weber, Rutgers University Research Areas School Choice & Vouchers; School Funding Publication Type Think Twice Summary The Reason Foundation, a vigorous advocate for choice policies such as vouchers and charter schools, recently published a report advocating for the increased "portability" of school revenues, allowing for "money to follow the students" and, therefore, the expansion of interdistrict choice programs. Download the Policy Brief Read the Press Release The Effects of High-Performing, High-Turnover Teachers on Long-Run Student Achievement: Evidence From Teach for America Publication Date March 14, 2023 Authors Virginia S. Lovison; Emilie Mitescu Reagan, Claremont Graduate University Research Areas Assessment & Accountability; Teacher Workforce Publication Type Think Twice Summary A recent paper published by the Annenberg Institute at Brown University presents findings from a study examining Teach for America (TFA) teacher turnover and teachers’ contributions to fourth through eighth grade student achievement. Download the Policy Brief Read the Press Release Review of The Economic Cost of the Pandemic: State by State Publication Date March 7, 2023 Authors Eric A. Hanushek; Clive Belfield, Queens College, City University of New York Research Areas School Funding; Governance & Public Education; Equity & Civil Rights; School Choice & Vouchers; Assessment & Accountability; Technology & AI Publication Type Think Twice Summary A recent Hoover Institution report by Eric Hanushek presents a calculation of the future learning-related economic burden resulting from the COVID-19 pandemic. It projects a large and persistent economic loss by using a set of assumptions about the link between reduced student achievement levels and earnings, but in doing so fails to consider several factors. Download the Policy Brief Read the Press Release Review of K-12 Without Borders: Public School Students, Families, and Teachers Shut In by Education Boundaries Publication Date March 2, 2023 Authors Martin F. Lueken and Michael Q. McShane; Christopher Lubienski, Indiana University; T. Jameson Brewer, University of North Georgia Research Areas Equity & Civil Rights; Assessment & Accountability; School Choice & Vouchers Publication Type Think Twice Summary A recent report from the directors of EdChoice, published by the Manhattan Institute, oversimplifies important equity issues as problems of school zone boundaries. Download the Policy Brief Read the Press Release Review of The Ohio EdChoice Program’s Impact on School District Enrollments, Finances, and Academics Publication Date February 21, 2023 Authors Stéphane Lavertu and John J. Gregg; Joshua Cowen, Michigan State University Research Areas School Choice & Vouchers; School Funding; Equity & Civil Rights; Assessment & Accountability Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute considers the impacts of vouchers as related to competition in Ohio public schools, increased racial segregation, and local district financial resources. It presents these three issues as the chief concerns of voucher critics and finds few harmful impacts. Download the Policy Brief Read the Press Release Review of Equal Is Not Good Enough: An Analysis of School Funding Equity Across the U.S. and Within Each State | Access Granted: School Funding Between Schools in Districts Publication Date February 14, 2023 Authors Ivy Morgan | Indira Dammu, Bonnie O'Keefe, and Jennifer O'Neal Schiess; Bruce Baker, University of Miami Research Areas Equity & Civil Rights; School Funding Publication Type Think Twice Summary The Education Trust report, Equal is Not Good Enough and an accompanying piece, Access Granted: School Funding Between Schools in Districts, evaluate district revenue and school spending per pupil with respect to poverty, race, and language status. They focus on the extent to which states and local districts target sufficient resources fairly to these subgroups of students. They clearly lay out consistent evaluation criteria and conceptual framing, apply appropriate empirical methods with that framing, and provide data visualizations for understanding whether and to what extent states and local districts provide equitable school funding. Download the Policy Brief Read the Press Release Review of The System-Level Effects of Denver's Portfolio District Strategy: Technical Report Publication Date February 7, 2023 Authors Parker Baxter, Anna Nicotera, Erik Fuller, Jakob Panzer, Todd Ely, and Paul Teske; Robert Shand, American University Research Areas School Choice & Vouchers; Governance & Public Education Publication Type Think Twice Summary A recent report from the Center for Education Policy Analysis at the University of Colorado Denver claimed that portfolio reforms in the Denver Public Schools led to substantial academic gains for students. As the report’s lead author told the Denver Post, "This study makes clear that the reforms helped students and strengthened the district." A review of the report concludes, however, that claims attributing those gains specifically to the portfolio reforms are not valid. The report analyzes changes in academic performance as measured by test scores and graduation rates versus comparable schools in Colorado over 11 years of the district’s experimenting with the “portfolio” approach to school district management. The portfolio approach includes central-office oversight of different school types (such as charter schools, innovation schools, and district-run schools), with widespread parental choice under a single enrollment system. The model looks to choice, competition, and accountability to drive gains in student performance. Download the Policy Brief Read the Press Release Review of Off Track: An Assessment of Wisconsin's Early Care and Learning System for Young Children Publication Date January 31, 2023 Authors Angela Rachidi; W. Steven Barnett, Rutgers University Research Areas Early Childhood; Equity & Civil Rights Publication Type Think Twice Summary The Badger report presents data on trends in Wisconsin's ECE system. It then identifies government regulations-particularly those focused on improving teacher-child interactions--as a problem, concluding that those regulations have limited supply, decreased parental choice in providers, and increased costs. Its recommendations include reducing continuous improvement efforts focused on quality while increasing performance accountability (aka testing burdens), consolidating state agencies, and increasing parental control over use of government childcare subsidies. Download the Policy Brief Read the Press Release Review of Empowering Parents with School Choice Reduces Wokeism in Education Publication Date January 24, 2023 Authors Jay P. Greene and Ian S. Kingsbury; Christine Sleeter, California State University Monterey Bay; and T. Jameson Brewer, University of North Georgia Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary In one of the more unusual reports NEPC has ever reviewed, Heritage Foundation authors recently argued for school-choice deregulation by comparing the amount of "wokeness" terminology in parent/student handbooks in U.S. charter schools with the level of charter school regulation in their states. The Heritage report finds that increased manifestations of "woke" terminology are associated with higher state levels of charter school regulation. On this basis, the report concludes that while charter schools represent a safe space away from "woke indoctrination" in public schools, further deregulation and less bureaucracy will allow the charter sector to truly respond to parent desires to avoid "leftist" curriculum. Download the Policy Brief Read the Press Release Review of Autonomous Schools Can Help Solve the Problem Behind the Teacher Shortage Problem Publication Date January 17, 2023 Authors Tressa Pankovits; Charisse Gulosino, University of Memphis; Hajime Mitani, Rowan University Research Areas Teacher Workforce Publication Type Think Twice Summary A recent report from the Progressive Policy Institute highlights the emergence of widespread teacher staffing shortages. By describing teacher autonomy as a panacea for reversing the problem, however, the report oversimplifies the issue. Download the Policy Brief Read the Press Release Review of For-Profit Charter Schools: An Evaluation of Their Spending and Outcomes Publication Date December 1, 2022 Authors Stéphane Lavertu and Long Tran; Joshua Cowen, Michigan State University Research Areas School Funding; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary A recent report from the Thomas B. Fordham Institute examines academic outcomes in Ohio’s nonprofit and for-profit charter schools. It also explores whether differences in contracted services in for-profits appear to correlate with differences in their outcomes. Download the Policy Brief Read the Press Release Review of #StudentsFirst: Empowering Parents to Help Students Regain Lost Learning Publication Date November 22, 2022 Authors Greg R. Lawson; David S. Knight, University of Washington Research Areas School Choice & Vouchers; School Funding; Assessment & Accountability Publication Type Think Twice Summary A new Buckeye Institute report recommends sweeping K-12 policy reforms in response to COVID-19 academic disruptions and what the report asserts to be declining confidence in public schools. However, a review of the report criticizes the analysis and cautions against its policy recommendations. Download the Policy Brief Read the Press Release Improving Trauma-Informed Education: Responding to Student Adversity With Equity-Centered, Systemic Support Publication Date November 15, 2022 Authors Stacy Gherardi, New Mexico State University Research Areas Governance & Public Education; Equity & Civil Rights Publication Type Policy Brief Summary Talking about education in the United States without talking about trauma has become increasingly difficult. Today’s youth suffer through challenges on multiple fronts, going far beyond the COVID-19 pandemic and its related social and educational fallout. Children experience trauma because of social conditions such as poverty, homelessness, family separation related to immigration, and increasingly frequent school shootings and community violence. Download the Policy Brief Read the Press Release Review of Some Assembly Required: How a More Flexible Learning Ecosystem Can Better Serve All Kids and Unlock Innovation Publication Date November 8, 2022 Authors Juliet Squire and Alex Spurrier; Carrie Sampson, Arizona State University Research Areas Equity & Civil Rights; School Choice & Vouchers Publication Type Think Twice Summary A report from Bellwether details what its authors call "assembly-based education," a concept described as a hypothetical ecosystem that removes schools as a central education component. A review of the report exposes this concept as unworkable outside of a miraculous private marketplace, and thus a shortsighted attempt to invalidate public schools. Download the Policy Brief Read the Press Release Pandemic Educational Models Remain Unproven Publication Date October 18, 2022 Authors Christopher Doss, Elizabeth Steiner, Bryan C. Hassel; Bryan Mann of the University of Kansas Research Areas Equity & Civil Rights; School Choice & Vouchers; Technology & AI Publication Type Think Twice Summary In response to unsafe conditions and school closures, families across the U.S. experimented early in the COVID-19 pandemic with new educational models. Two recent publications from the Center on Reinventing Public Education (CRPE) describe two related strategies that exemplify such experimentation: microschools and learning pods. However, a review recommends that neither report should be used to guide policy and practice. Download the Policy Brief Read the Press Release A Civil Rights Framework for the Reauthorization of ESEA Publication Date October 11, 2022 Authors Elizabeth DeBray, University of Georgia; Kara S. Finnigan, University of Michigan; Janel George, Georgetown University Law Center; and Janelle Scott, University of California-Berkeley. Research Areas Equity & Civil Rights; Assessment & Accountability; School Funding Publication Type Policy Brief Summary Brief presents a framework for federal policymakers to ground the law in an evidence-based, equitable, and ecological approach centered on sustained educational equality of opportunity. Download the Policy Brief Read the Press Release The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading Instruction Publication Date September 13, 2022 Authors Paul Thomas, Furman University Research Areas Curriculum & Instruction Publication Type Policy Brief Summary How students learn to read and how reading is best taught are often the focus of media, public, and political criticism. In a new NEPC policy brief, The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading Instruction, Paul Thomas of Furman University explores the controversial history of the reading reform movement. Download the Policy Brief Read the Press Release Review of Michigan Student Opportunity Scholarships: Overview and Fiscal Analysis Publication Date July 14, 2022 Authors Ben DeGrow, Martin Lueken; Christopher Saldaña, University of Wisconsin-Madison Research Areas School Choice & Vouchers Publication Type Think Twice Summary A recent Mackinac Center report claims that the proposed Michigan Student Opportunity Scholarship (MSOS) neovoucher program has the potential to create fiscal benefits for the state of Michigan and its school districts. Download the Policy Brief Read the Press Release State Accountability Rating Systems: A Review of School Report Cards as Indicators of School Quality Publication Date June 22, 2022 Authors Gail L. Sunderman, University of Maryland Research Areas Assessment & Accountability; Equity & Civil Rights Publication Type Policy Brief Summary The federal Every Student Succeeds Act of 2015 provided states with slightly more flexibility in the design of their school accountability systems. However, while states may take different approaches to measuring and reporting school performance, they have consistently chosen approaches of public reporting that collapse multiple school performance indicators into a summative rating. In a new NEPC policy brief, State Accountability Rating Systems: A Review of School Report Cards as Indicators of School Quality, Gail L. Sunderman, co-founder and former director of the Maryland Equity Project at the University of Maryland, discusses the difficulties that arise when state's school report cards use this summative-rating approach. Download the Policy Brief Read the Press Release Review of Addressing Teacher Shortages: Practical Ideas for the Pandemic and Beyond Publication Date May 24, 2022 Authors Ben DeGrow; Ed Fuller, Penn State University Research Areas Equity & Civil Rights; Teacher Workforce Publication Type Think Twice Summary In response to Covid-related teacher shortages, the TNTP think tank (formerly “The New Teacher Project”) released a report with recommendations for district leaders in crafting short- and long-term teacher staffing plans. Download the Policy Brief Read the Press Release "Grow Your Own" Programs: Examining Potential and Pitfalls for a New Generation of Black, Indigenous, and People of Color Community Teachers Publication Date May 19, 2022 Authors Conra D. Gist of the University of Houston Research Areas General Publication Type Policy Brief Summary Grow Your Own programs must also focus on improving retention of new teachers by considering how the teaching and learning needs of BIPOC teachers evolve as they progress along the teacher development continuum. Download the Policy Brief Read the Press Release Summit Charter Organization Continues to Make Unjustified Claims Publication Date May 10, 2022 Authors Anum Ali Mohammed and Adam Black; Audrey Amrein-Beardsley, Arizona State University Research Areas Charter Schools; School Funding Publication Type Think Twice Summary Summit Public Schools, a charter school organization operating schools in California and Oregon, published Pathways to Success: Exploring the Long-Term Outcomes of Alumni from Summit Public Schools in September 2021, detailing the success of its graduates. A review by Audrey Amrein-Beardsley of Arizona State University examines these questionable assertions made about the performance and life satisfaction of Summit graduates. The report claims that Summit alumni graduated from college at nearly double the national average and self-reported high levels of well-being, fulfillment, and workplace satisfaction. It also reports that alumni from socioeconomically disadvantaged backgrounds now make more than $60,000 per year on average working full time. Download the Policy Brief Read the Press Release Review of From School Aid to Student Aid: Modernizing K-12 Funding in Michigan Publication Date May 3, 2022 Authors Ben DeGrow; Bruce Baker, Rutgers University Research Areas School Funding Publication Type Think Twice Summary In recent years, supporters of school choice have promoted school finance reforms sometimes called "backpack funding," but also called "money follows the child" or "student-based budgeting." Whatever the term used, the idea is facilitate choice by attaching a funded amount to each student, with that payment following the students to their chosen schools. A recent version of this proposal is found in a new report from the Mackinac Center, which provides a six-part recommendation for changes to Michigan's current approach to financing public and charter schools. The report's overarching theme, which is examined in a new review, is to move toward a system where more funding follows the student to either public, charter, or private schools—or to other service providers. Download the Policy Brief Read the Press Release Review of Find Documenting Inequitable Patterns in Spending by Parent Teacher Associations, Parent Teacher Organizations, and “Friends of” Fundraising Groups at Illinois Public Schools Publication Date March 29, 2022 Authors Claire Mackevicius; Maia Cucchiara,Temple University Research Areas School Funding; Equity & Civil Rights Publication Type Think Twice Summary A recent Urban Institute report analyzing the role of Parent Teacher Organizations and similar groups in Illinois echoes and amplifies the existing critique of private fundraising: that it exacerbates inequitable school funding. Download the Policy Brief Read the Press Release Transgender Students and Policy in K-12 Public Schools: Acknowledging Historical Harms and Taking Steps Toward a Promising Future, Publication Date March 23, 2022 Authors Elizabeth J. Meyer and Bethy Leonardi of the University of Colorado Boulder, and Harper B. Keenan of University of British Columbia Research Areas Equity & Civil Rights Publication Type Policy Brief Summary Transgender and nonbinary (collectively referred to here as “trans”) students are ill-served by most school environments. They experience challenges trying to navigate institutions that, at best, are poorly designed to support them and that often work against them. Although some districts and states have developed laws and policies to improve students’ experiences, many are either ill-conceived, ineffectively implemented, or reinforce restrictive and inflexible structures regulating gender. Download the Policy Brief Read the Press Release sign up for emails Get the latest K-12 education policy research delivered straight to your inbox! Read More

Curriculum & Instruction Decoding Progress in Reading Preparation (National Council on Teacher Quality, June 2026) Publication Date August 11, 2026 Authors Elena Aydarova, University of Wisconsin-Madison Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary This review examines a National Council on Teacher Quality report on elementary teacher preparation for reading instruction and concludes that its recommendations are not supported by rigorous evidence. The review argues that the report relies on outdated research, flawed methodology, and apparent conflicts of interest, and cautions policymakers against using it to guide teacher preparation or literacy policy. Download the Policy Brief Read the Press Release Navigating the Math Wars: A Practical Guide to the Divides and Debates Influencing Math Instruction Publication Date July 28, 2026 Authors Deborah Loewenberg Ball, University of Michigan Research Areas Curriculum & Instruction; Teacher Workforce; Public Education Publication Type Think Twice Summary The review examines current debates over math instruction and argues that a report intended to clarify them instead reinforces polarization and lacks sufficient nuance about classroom practice. Download the Policy Brief Read the Press Release Sifting Through the Mississippi Evidence Publication Date July 14, 2026 Authors Gregory Camilli, Professor Emeritus at Rutgers University Research Areas Assessment & Accountability; Early Childhood; Curriculum & Instruction Publication Type Think Twice Summary New review uses Progressive Policy Institute report as starting point to try to better understand the impact of literacy reforms and other factors that may have influenced the state's NAEP fourth-grade reading scores. Download the Policy Brief Read the Press Release Review of Beyond Race: What Really Drives Wisconsin's Achievement Gap Publication Date May 12, 2026 Authors Will Flanders; Jaekyung Lee, University at Buffalo Research Areas Equity & Civil Rights; Assessment & Accountability; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Wisconsin Institute for Law and Liberty (WILL) highlights stark achievement gaps between White and Black students in Wisconsin, particularly in elementary-level English language arts and reading. While the report deserves credit for bringing attention to this important issue, its analysis is incomplete and misleading. Download the Policy Brief Read the Press Release Christian Nationalism and Educational Policy in the United States Publication Date November 4, 2025 Authors Kevin Burke, University of Georgia; Heidi Hadley, Auburn University Research Areas Curriculum & Instruction; Equity & Civil Rights; Governance & Public Education; School Choice & Vouchers Publication Type Policy Brief Summary American public education faces an escalating challenge: the rise of Christian nationalism. This movement entwines politics and religion, insisting the U.S. was founded as a Christian nation and should be governed by rigid hierarchies under the Christian God. A new policy brief explores the political and ideological effects this movement has on education policy. Download the Policy Brief Read the Press Release Review of Let's Get Ready! Educating All Americans for Success Publication Date October 14, 2025 Authors Ryan Pfleger Research Areas Assessment & Accountability; Curriculum & Instruction; School Funding; General / Needs Review; School Choice & Vouchers Publication Type Think Twice Summary In late July, the National Governors Association released a report urging states to transform schools into stronger drivers of economic competitiveness. The report recommends that governors build public dashboards to track outcomes, align schools with workforce needs, and evaluate programs based on graduates' earnings potential. Download the Policy Brief Read the Press Release Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good Publication Date March 5, 2024 Authors Ben Williamson, University of Edinburgh; Alex Molnar, University of Colorado Boulder; Faith Boninger of the University of Colorado Boulder Research Areas Technology & AI; Equity & Civil Rights; Curriculum & Instruction Publication Type Policy Brief Summary A new NEPC policy brief, Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good, warns of the dangers of unregulated AI in schools, highlighting democracy and privacy concerns. Authors Ben Williamson of the University of Edinburgh, and Alex Molnar and Faith Boninger of the University of Colorado Boulder, examine the evidence and conclude that the proliferation of AI in schools jeopardizes democratic values and personal freedoms. Download the Policy Brief Read the Press Release The Conflict Over Parents' Rights Publication Date January 16, 2024 Authors Vivian Hamilton, William & Mary Law School Research Areas Technology & AI; Equity & Civil Rights; Curriculum & Instruction; Governance & Public Education Publication Type Policy Brief Summary A vocal minority of parents has, over the past couple years, invoked the idea of "parents rights" to demand curricular and policy changes that affect not only their own children, but all children within reach of those changes. These parents have, for example, sought to alter history curricula on slavery and race, to dictate how (and whether) schools teach about sexual orientation and gender identity, to remove books in school library collections, and to set school policies relating to transgender students. Interestingly, the most vocal parents taking part in campaigns for parents’ rights tend to see themselves as standing against the state and its schools, instead of standing inside a democratic community that strives for inclusive participation, informed inquiry, and respectful deliberation among the members of the community. In a new NEPC policy brief, The Conflict Over Parents' Rights, Professor Vivian Hamilton of William & Mary Law School details the politicization of parents’ rights and specific rights and responsibilities of various stakeholders, and she explains how competing rights of parents and schools can be reasonably aligned in practice. Download the Policy Brief Read the Press Release Review of Teacher Prep Review: Strengthening Elementary Reading Instruction Publication Date September 19, 2023 Authors Christie Ellis, Shannon Holston, Graham Drake, Hannah Putman, Abigail Swisher, and Heather Peske; Paul Thomas, Furman University Research Areas Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary A recent report from the National Council on Teacher Quality (NCTQ) evaluates more than half of the elementary teacher preparation programs in the U.S., to gauge their effectiveness in reading instruction. A review finds, however, that the report lacks the rigor necessary to adequately inform policy or practice. Download the Policy Brief Read the Press Release The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading Instruction Publication Date September 13, 2022 Authors Paul Thomas, Furman University Research Areas Curriculum & Instruction Publication Type Policy Brief Summary How students learn to read and how reading is best taught are often the focus of media, public, and political criticism. In a new NEPC policy brief, The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading Instruction, Paul Thomas of Furman University explores the controversial history of the reading reform movement. Download the Policy Brief Read the Press Release Review of The Unexamined Rise of Therapeutic Education: How Social-Emotional Learning Extends K-12 Education's Reach Into Students' Lives and Expands Teachers' Roles Publication Date February 21, 2022 Authors Robert Pondiscio; Julia Mahfouz, University of Colorado Denver Research Areas Curriculum & Instruction Publication Type Think Twice Summary A recent report from the American Enterprise Institute presents concerns regarding how Social and Emotional Learning (SEL) approaches have imposed ideas and techniques from psychology on classroom practices, and thus have shifted the mission of education away from academic instruction. But a review of the report finds misrepresentations of both the definition and the goals of SEL. Download the Policy Brief Read the Press Release Review of Representation of Social Groups in U.S. Educational Materials and Why It Matters Publication Date February 8, 2022 Authors Amanda LaTasha Armstrong; Christine Sleeter, California State University, Monterey Bay Research Areas Curriculum & Instruction; Equity & Civil Rights Publication Type Think Twice Summary New America recently released a report about the value of culturally relevant curriculum in schools. According to a new review, the report is timely and helpful, although some limitations in its analysis weaken an otherwise valid exploration of how to address long-standing issues of racial and gender justice. Download the Policy Brief Read the Press Release Review of 2020 Teacher Prep Review: Clinical Practice and Classroom Management Publication Date March 16, 2021 Authors Laura Pomerance and Kate Walsh; Jamy Stillman and Katherine Schultz, University of Colorado Boulder Research Areas Technology & AI; Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary The authors of the NCTQ report reviewed over 2,400 programs, including what NCTQ terms "traditional" and "alternative" programs in two areas: clinical practice and classroom management. Only 3% of traditional programs received the highest grade for their approaches to clinical practice, signaling their compliance with the internal standards set by NCTQ. Asserting that a "positive" environment is the product of classroom management, the report offers as a major conclusion that there was a 26% increase in the number of programs that taught five specific classroom management strategies Download the Policy Brief Read the Press Release Review of Language Counts: Supporting Early Math Development for Dual Language Learners Publication Date March 2, 2021 Authors Brandon Lewis, Melissa Steel King, and Jennifer O'Neal Schiess; Sylvia Celedón-Pattichis, University of New Mexico Research Areas General / Needs Review; Equity & Civil Rights; Curriculum & Instruction Publication Type Think Twice Summary Bellwether Education Partners recently published a report that establishes the need to focus on the mathematics education of young Dual Language Learners (DLLs). The report provides a useful resource for policymakers and practitioners. Download the Policy Brief Read the Press Release Education System Alignment for 21st Century Skills: Focus on Assessment Publication Date April 2, 2019 Authors Lorrie Shepard, of the University of Colorado Boulder Research Areas Governance & Public Education; Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary A report from the Brookings Institution uses international examples to make the case for the importance of “21st century skills” as goals for education systems. It focuses specifically on the development of new assessment methods as a primary means to help countries integrate these 21st century skills – such as critical thinking, problem solving, collaboration, and communication – into curricular reforms. Download the Policy Brief Read the Press Release The Academic and Behavioral Consequences of Discipline Policy Reform: Evidence from Philadelphia Publication Date February 15, 2018 Authors Matthew P. Steinberg and Johanna Lacoe; Yolanda Anyon, University of Denver; and Kathryn E. Wiley, University of California San Diego. Research Areas Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary A report from the Fordham Institute attempted to investigate the impact of a student discipline reform in the School District of Philadelphia (SDP). The report concluded that the reform was a failure. The reform in question eliminated suspensions for certain low-level school misbehaviors. The Fordham report in question looked at district out-of-school suspension rates for students, academic and behavioral outcomes, and racial disparities in suspensions. Download the Policy Brief Read the Press Release Review of A 21st Century School System in the Mile-High City Publication Date July 26, 2016 Authors David Osborne; Terrenda White, University of Colorado Boulder Research Areas Governance & Public Education; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Progressive Policy Institute advocated for expanded use of the “portfolio model” of school governance. The report drew on contemporary reforms adopted by the Denver Public Schools. It claimed that reforms enacted by the Denver Public Schools (viz., portfolio model, school closings, and charter expansion) positively impacted student test scores. The goal was to highlight Denver as a success story that should be copied elsewhere. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking – Five Simple Steps to Reading Policy Research Publication Date April 28, 2016 Authors Holly Yettick, Education Week Research Center Research Areas Governance & Public Education; Curriculum & Instruction Publication Type Policy Brief Summary As part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues, Holly Yettick, Ph.D., director of the Education Week Research Center, provides a single-page brief to identify tips for recognizing higher-quality research studies and making better use of education policy research. Download the Policy Brief Read the Press Release Learning about Learning: What Every New Teacher Needs to Know Publication Date March 24, 2016 Authors Laura Pomerance, Julie Greenberg and Kate Walsh; P.L. Thomas, Furman University; and Christian Z. Goering, University of Arkansas Research Areas Curriculum & Instruction; Teacher Workforce Publication Type Think Twice Summary As part of a series of reports chronicling teacher education, the National Council on Teacher Quality (NCTQ) attempted to investigate the textbooks used in teacher prep coursework. The report contended that textbooks assigned in methods coursework fail to provide teacher candidates with proper preparation. The NCTQ report is based on six strategies adapted from a practice guide provided by the What Works Clearinghouse, which is funded by the U.S. Department of Education’s Institute of Education Sciences (IES). The report offers recommendations for textbook publishers, teacher education programs, and state departments of education. Download the Policy Brief Read the Press Release The Hidden Value of Curriculum Reform: Do States and Districts Receive the Most Bang for their Curriculum Buck? Publication Date November 19, 2015 Authors Ulrich Boser, Matthew Chingos, and Chelsea Straus; Sarah Lubienski, University of Illinois at Urbana-Champaign Research Areas Curriculum & Instruction Publication Type Think Twice Summary The Center for American Progress (CAP) issued a recent report that drew on bold conclusions about the high payoff of better textbooks. The report claimed that, compared to other reforms, a switch to better textbooks was a cost-efficient way to improve student achievement. The report pointed to very real problems with textbook adoption, including poor alignment with standards. It also made strong claims about the payoff of schools’ investment in high-quality curriculum materials. Download the Policy Brief Read the Press Release Fixing Classroom Observations: How Common Core Will Change the Way We Look at Teaching Publication Date January 21, 2014 Authors Jennie Whitcomb, University of Colorado Boulder Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary This report suggests that many states and school districts are rolling out new teacher evaluation systems that will not succeed in improving instruction because they have not been updated to reflect the Common Core. The report asserts that new evaluation systems have not remedied practical challenges of classroom observations. It calls for increased emphasis on lesson content and a paring down of observation rubrics – to make them more focused and clear. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking — Moving Beyond Tracking Publication Date May 30, 2013 Authors William Mathis, University of Colorado-Boulder Research Areas Assessment & Accountability; Governance & Public Education; Curriculum & Instruction Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current relevant findings in education policy research. Despite incontrovertible evidence demonstrating the harms of ability grouping, resistance to the elimination of tracking in schools remains strong. The latest in a series of two- and three-page briefs summarizing current relevant findings in education policy research reviews the evidence for and against “tracking” students through school – that is, assigning students to particular classes, curricula and courses of study by their perceived ability. Download the Policy Brief Read the Press Release Measures of Effective Teaching—Asking Students About Teaching Publication Date November 15, 2012 Authors Eric M. Camburn, The University of Wisconsin-Madison Research Areas Teacher Workforce; Curriculum & Instruction Publication Type Think Twice Summary A recent report from the Bill & Melinda Gates Foundation's Measures of Effective Teaching (MET) Project presents advice on administering and using information from student surveys to evaluate teachers and provide feedback to teachers. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking— Common Core State Standards Publication Date October 11, 2012 Authors William Mathis, University of Colorado-Boulder Research Areas Curriculum & Instruction Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes current research findings on the likely effect of the widespread adoption of the Common Core State Standards (CCSS). This two-page brief is part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Download the Policy Brief Read the Press Release Teachers in the Digital Age of Digital Instruction: Creating sound policy for digital learning Publication Date April 3, 2012 Authors Luis A. Huerta, Teachers College, Columbia University Research Areas Curriculum & Instruction; Technology & AI Publication Type Think Twice Summary Teachers in the Digital Age of Digital Instruction: Creating sound policy for digital learning Download the Policy Brief Read the Press Release U.S. Math Performance in Global Perspective: How Well Does Each State Do at Producing High-Achieving Students Publication Date January 11, 2011 Authors Jeremy Kilpatrick, University of Georgia Research Areas Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary This report compares the performance of high-achieving math students domestically and internationally, using data from the 2005 NAEP and PISA. Download the Policy Brief Read the Press Release The 2010 State School Report Card: A state-by-state analysis of learning, efficiency, and standards Publication Date December 14, 2010 Authors Edward Fierros and Bridget Ann Rooney, Villanova University Research Areas Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary This report ranks states on four indices of school performance: learning, education expenditure, quality of state standards, and an overall achievement grade based on the average of the first three indices. The authors use the data to advocate for Parent Trigger legislation and school choice policies. Download the Policy Brief Read the Press Release The "Common Core" Standards Initiative: An Effective Reform Tool? Publication Date July 21, 2010 Authors William J. Mathis, Ph.D. University of Colorado at Boulder Research Areas Curriculum & Instruction Publication Type Policy Brief Summary This policy brief explores the "common core" standards initiative embraced by the Obama administration as a means for increasing student achievement and ensuring global economic competitiveness. Author William Mathis raises questions about the development of common core standards and provides an overview of the relevant research on this topic. Mathis also includes a series of recommendations for moving forward with the common core standards initiative. Download the Policy Brief Read the Press Release Behind the Curtain: Assessing the Case for National Standards Publication Date April 21, 2010 Authors William J. Mathis, University of Colorado, Boulder Research Areas Governance & Public Education; Curriculum & Instruction; Assessment & Accountability Publication Type Think Twice Summary This report argues that national curriculum standards will have a very limited effect on education reform and concludes that universal school choice (free market model) is the best way to reform education. Download the Policy Brief Read the Press Release The Misplaced Math Student: Lost in Eighth-Grade Algebra Publication Date October 14, 2008 Authors Carol Corbett Burris Research Areas Curriculum & Instruction Publication Type Think Twice Summary This report argues that as a misguided national push a subgroup of students enrolled in eighth grade algebra lack the basic mathematical skills they need to succeed. It further argues that this unpreparedness harms those students as well as the highly proficient students in the class. Download the Policy Brief Read the Press Release Whole Language High Jinks: How to tell when ‘scientifically-based reading Instruction’ isn’t Publication Date February 14, 2007 Authors Richard Allington, University of Tennessee Research Areas Curriculum & Instruction Publication Type Think Twice Summary This report asserts that scientific research supports systematic phonics instruction and contends that ideologically biased supporters of whole-language instruction have thwarted the advance of scientifically based reading instruction. Download the Policy Brief Read the Press Release The State of State Standards 2006 Publication Date September 11, 2006 Authors Kenneth Howe, University of Colorado Research Areas Curriculum & Instruction Publication Type Think Twice Summary The report assigns grades to the academic content standards in each state and claims that higher content standards lead to better student test scores. 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Early Childhood Sifting Through the Mississippi Evidence Publication Date July 14, 2026 Authors Gregory Camilli, Professor Emeritus at Rutgers University Research Areas Assessment & Accountability; Early Childhood; Curriculum & Instruction Publication Type Think Twice Summary New review uses Progressive Policy Institute report as starting point to try to better understand the impact of literacy reforms and other factors that may have influenced the state's NAEP fourth-grade reading scores. Download the Policy Brief Read the Press Release Review of The Persistence of Religious Discrimination in Publicly Funded Pre-K Programs Publication Date May 1, 2025 Authors Nicole Stelle Garnett, Tim Rosenberger, and J. Theodore Austin; Joshua Weishart, Suffolk University Law School Research Areas Early Childhood; Equity & Civil Rights; School Choice & Vouchers; School Funding Publication Type Think Twice Summary A recent report from the Manhattan Institute asserts that many religious pre-K providers are being unconstitutionally excluded from publicly funded education programs that remain open to other private schools. But incomplete research and methodological flaws render the report of relatively little value to policymakers or the public. Download the Policy Brief Read the Press Release Review of Off Track: An Assessment of Wisconsin's Early Care and Learning System for Young Children Publication Date January 31, 2023 Authors Angela Rachidi; W. Steven Barnett, Rutgers University Research Areas Early Childhood; Equity & Civil Rights Publication Type Think Twice Summary The Badger report presents data on trends in Wisconsin's ECE system. It then identifies government regulations-particularly those focused on improving teacher-child interactions--as a problem, concluding that those regulations have limited supply, decreased parental choice in providers, and increased costs. Its recommendations include reducing continuous improvement efforts focused on quality while increasing performance accountability (aka testing burdens), consolidating state agencies, and increasing parental control over use of government childcare subsidies. Download the Policy Brief Read the Press Release Review of The Drawbacks of Universal Pre-K: A Review of the Evidence Publication Date April 20, 2021 Authors Max Eden Research Areas Early Childhood Publication Type Think Twice Summary The Manhattan Institute recently published a brief, The Drawbacks of Universal Pre-K: A Review of the Evidence, which reviews evidence relating to both means-tested and universal early childhood care and education programs. Download the Policy Brief Read the Press Release Review of Comparing Ed Reforms: Assessing the Experimental Research on Nine K-12 Education Reforms Publication Date May 26, 2020 Authors Paul DiPerna; Bruce D. Baker, Rutgers University Research Areas Charter Schools; Equity & Civil Rights; Assessment & Accountability; Early Childhood; Governance & Public Education; School Choice & Vouchers Publication Type Think Twice Summary A recent report from EdChoice, working with Hanover Research, identifies and reviews studies that use Randomized Control Trials (RCTs) to determine student achievement or educational attainment outcomes of nine broad "education reform" areas. Download the Policy Brief Read the Press Release 2018 Teacher Prep Review, National Council on Teacher Quality Publication Date June 12, 2018 Authors Robert Rickenbrode, Graham Drake, Laura Pomerance, and Kate Walsh; Marilyn Cochran-Smith of Boston College, Elizabeth Stringer Keefe of Lesley University, Wen-Chia Chang of Boston College, and Molly Cummings Carney of Boston College Research Areas Early Childhood; Teacher Workforce Publication Type Think Twice Summary The National Council on Teacher Quality (NCTQ) released its “2018 Teacher Prep Review,” examining whether U.S. teacher preparation programs are aligned with NCTQ’s standards. This alignment, the report insists, will produce teachers “ready to achieve individual successes, but also [ready] to start a broader movement toward increased student learning and proficiency.” Download the Policy Brief Read the Press Release A review of two reports on early childhood education (ECE) teacher preparation. Publication Date May 8, 2018 Authors Marnie Kaplan / Emily Workman, Lisa Guernsey, and Sara Mead; Adam Winsler, George Mason University Research Areas Early Childhood; Teacher Workforce Publication Type Think Twice Summary Two recent reports examined the current state of early childhood education (ECE) teacher preparation at the university and community college levels. Both reports raise awareness about the challenges facing the ECE workforce. A new review out today finds both reports to be mostly sound and useful, although some limitations in research and length were identified. Download the Policy Brief Read the Press Release Do We Already Have Universal Preschool? Publication Date November 12, 2015 Authors Grover J. (Russ) Whitehurst and Ellie Klein; W. Steven Barnett, National Institute for Early Education Research (NIEER) at Rutgers University Research Areas Early Childhood Publication Type Think Twice Summary A Brookings Institution project called “Evidence Speaks” claims in a recent report that advocates exaggerate unmet need as well as the cost of universal pre-kindergarten. Unfortunately, an academic review of the report released today finds the report vastly underestimates unmet need and costs. The report estimates that 69 percent of all four-year-olds already attend preschool and that universal access tops out at 80 percent enrollment. The report estimated that only $2 to $4 billion per year would be needed. Download the Policy Brief Read the Press Release Seeds of Achievement: AppleTree’s Early Childhood D.C. Charter Schools Publication Date September 16, 2014 Authors C. Stillings Candal; W. Steven Barnett and Cynthia E. Lamy, National Institute for Early Education Research Research Areas Charter Schools; Early Childhood Publication Type Think Twice Summary This report, funded by the Pioneer Institute and written by Cara Stillings Candal, presents a case, based on anecdotes and basic data, that the AppleTree model, a well-regarded early childhood program in the Washington D.C. area, is “unusually effective” and should be replicated across the nation. Download the Policy Brief Read the Press Release Research-Based Options for Education Policymaking—Preschool Education Publication Date November 13, 2012 Authors William Mathis, University of Colorado-Boulder Research Areas Early Childhood Publication Type Policy Brief Summary Dr. William Mathis, managing director of the National Education Policy Center, summarizes research findings on the effects of high-quality preschool programs. This three-page brief is part of Research-Based Options for Education Policymaking, a multipart brief that takes up a number of important policy issues and identifies policies supported by research. Download the Policy Brief Read the Press Release Preschool Education and Its Lasting Effects: Research and Policy Implications Publication Date September 10, 2008 Authors W. Steven Barnett, Ph.D., National Institute for Early Education Research Rutgers, The State University of New Jersey Research Areas Early Childhood Publication Type Policy Brief Summary Click the button below and signup to receive the latest news and information from The Great Lakes Center. We value your privacy and do not share email addresses with any other organizations. Download the Policy Brief Read the Press Release How Sound an Investment? Analysis of Federal Prekindergarten Proposals Publication Date March 24, 2008 Authors W. Steven Barnett, Director of the National Institute for Early Education Research at Rutgers University Research Areas Early Childhood Publication Type Think Twice Summary This report considers current proposals for federal involvement in prekindergarten (pre-K). It concludes that federally funded preschool program for all children would be unnecessarily expensive, provide little benefit to most children, decrease options for parents and could likely impair the social development of many children. Download the Policy Brief Read the Press Release Assessing Proposals for Preschool and Kindergarten: Essential Information for Parents, Taxpayers and Policymakers Publication Date May 31, 2006 Authors W. Steven Barnett, Rutgers University Research Areas Early Childhood Publication Type Think Twice Summary This report reviews studies and accounts of early childhood programs and presents an argument against universal pre-school and all-day kindergarten programs. 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