Top-down pressure from federal education policies such as Race to the Top and No Child Left Behind, bolstered by organized advocacy efforts, is making a popular set of market-oriented education “reforms” look more like the new status quo than real reform. Reformers assert that test-based teacher evaluation, increased access to charter schools, and the closure of “failing” and under-enrolled schools will boost at-risk students’ achievement and narrow longstanding race- and income-based achievement gaps. This new report from the Broader, Bolder Approach to Education examines these assertions by comparing the impacts of these reforms in three large urban school districts – Washington, D.C., New York City, and Chicago – with student and school outcomes over the same period in other large, high-poverty urban districts. The report finds that the reforms deliver few benefits, often harm the students they purport to help, and divert attention from a set of other, less visible policies with more promise to weaken the link between poverty and low educational attainment.
Market-oriented education reforms’ rhetoric trumps reality
The impacts of test-based teacher evaluations, school closures, and increased charter school access on student outcomes in Chicago, New York City, and Washington, D.C.
By Elaine Weiss and Don Long
Failing the Test: Why cheating scandals and parent rebellions are erupting in schools in New York, Washington, D.C., and Atlanta.
Slate, David Kirp, 5/7/2013
It’s a terrible time for advocates of market-driven reform in public education. For more than a decade, their strategy—which makes teachers’ careers turn on student gains in reading and math tests, and promotes competition through charter schools and vouchers—has been the dominant policy mantra. But now the cracks are showing. That’s a good thing because this isn’t a proven—or even a promising—way to make schools better. ... More damningly, a new study, by the Economic Policy Institute’s Broader, Bolder Approach to Education, quantifies the negative effects of this test-driven education reform in Washington, D.C., New York City, and Chicago
The gap between school reform rhetoric and reality in 3 cities
The Washington Post Answer Sheet, Elaine Weiss, 4/29/3012
A new report looks at the results of school reform in three major cities and finds that reformers’ claims about success don’t exactly match reality. ... these “reforms” are quickly becoming the new status quo; defending them, especially in the face of increasingly solid evidence of their failure, is thus hardly reform-minded. The intent is not to suggest that reformers do not feel an urgent need to improve the odds for minority or low-income children. Rather, we hope both to call attention to what is not working, and to shift investment to what does.
The Coming Revolution in Public Education
The Atlantic, John Tierney, 4/25/2013
… hese reforms have produced few benefits and have actually caused harm, especially to kids in disadvantaged areas and communities of color. (On that last overall point, see this scathing new report from the Economic Policy Institute.)
Report claims Rhee's reforms harmed D.C. schools
Washington Examiner, Rachel Baye, 4/24/2013
Under Rhee's leadership, achievement gaps grew, test scores showed little improvement, school closings accomplished little and new teacher evaluations led to high staff turnover, according to the report by Broader, Bolder Approach to Education, a campaign started five years ago by the Economic Policy Institute, a Washington think tank. DCPS declined to comment.
Report: Recent School Gains are Overblown
WNYC, Beth Fertig, 4/18/2013
A new report claims academic gains over the last decade in the New York City, Chicago and Washington, D.C. public schools were largely exaggerated by proponents of the current wave of school reforms. The report comes from the group Broader, Bolder Approach to Education, an offshoot of the Economic Policy Institute, which has been critical of many of the reforms favored by U.S. Education Secretary Arne Duncan, who previously ran the Chicago school district, and groups such as Students First, headed by former D.C. Chancellor Michelle Rhee.
10:1 That's Nobel economist James Heckman's estimated return to society from high-quality pre-k programs' help in boosting low-income children's cognitive, emotional, behavioral, and social readiness for school and life. View the full BBA infographic to learn more.