Report Poorly Argues for the Expansion of Ineffective School Accountability Systems
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Key New NEPC Review Takeaway: Hoover Institution advocacy report relies on theories of test-based accountability and market-driven reforms rather than research evidence to provide a rationale for its conclusions and recommendations. BOULDER, Colo. (PRWEB) February 09, 2021 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.
Gail L. Sunderman, co-founder of the Maryland Equity Project, reviewed School Accountability Past, Present, and Future: Findings and Recommendations for State and District Policymakers, a
Report Promotes School Choice by Inadequately Presenting the Evidence
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Key New NEPC Brief Takeaway: Report’s underlying assumption is that all choice is good and desirable as an end in itself, regardless of negative impacts on achievement and even equity. BOULDER, Colo. (PRWEB) February 04, 2021 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. However, Christopher Lubienski of Indiana University reviewed Toward Equitable School Choice and found that although the report is useful as a snapshot of the current status of choice programs in the United States, its use of research is often problematic.
Student support for vaccination requirements
According to a recent survey of 1,000 college students by College Pulse, an overwhelming 71% of students believe colleges have the right to require students to get vaccinated before returning to campus. However, 19% say they do not support vaccination requirements and 10% say they are not sure. Our recent survey on vaccines shows students strong support for requiring vaccinations before returning to campus, says Anne Schwichtenberg, director of research at College Pulse. Students are eager to resume their normal on-campus routines, and while there is some hesitation about efficacy and safety associated with the vaccine, especially for students of color, a plurality of students see the vaccine as the quickest path back to normalcy.
Informative Report on Religious Charters Weakened by Key Omissions
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Key New NEPC Review Takeaway: Recent Manhattan Institute report is useful in clearly identifying the main issues to be resolved regarding religious charter schools, but its conclusions and proposals lack an adequate foundation upon which states should act. BOULDER, Colo. (PRWEB) January 26, 2021 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.
Derek Black of the University of South Carolina School of Law reviewed Religious Charter Schools: Legally Permissible? Constitutionally Required? He determined that the report is useful in identifying the key issues to be resolved
NEPC Talks Education: Discussing A Wolf at the Schoolhouse Door: The Dismantling of Public Education and the Future of School
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Key New NEPC Podcast Takeaway: NEPC Talks Education offers insightful programming on a variety of significant education policy and practice topics for educators, community members, policymakers, and anyone interested in education.
Jack Schneider and Jennifer Berkshire BOULDER, Colo. (PRWEB) January 19, 2021 In this month’s episode of NEPC Talks Education, NEPC Researcher Christopher Saldaña interviews Jack Schneider and Jennifer Berkshire about their new book, A Wolf at the Schoolhouse Door: The Dismantling of Public Education and the Future of School. Professor Schneider (University of Massachusetts Lowell College of Education) is a historian. His research examines how educators, policymakers, and the public develop particular views about what is true, what is effective,