Opponents of charters contend that they drain district coffers, while proponents argue that it is charters that are denied essential funding. Yet too often, the claims made by both sides of this debate have been based on assumptions rather than hard evidence.
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The Future of Smart: Episode 28
Dr. Temple Lovelace, executive director of Assessment for Good, and Dr. Susan Lyons, co-founder and executive director of Women in Measurement, join The Future of Smart podcast to talk about thinking differently about measurement and systems of learning and education.
Afterschool and Summer Workforce Solutions Database
New Data on Racial Justice Grants Should Alarm—and Motivate—Education Philanthropy
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February 2021
Robbers or Victims? Charter Schools and District Finances
February 2021
New Evidence for Safely Reopening K-12 Schools: Testing Can Reduce Infections and Increase Confidence
As the COVID-19 pandemic lingers, policymakers and school district leaders are seeking new evidence about how to reopen schools in a way that minimizes the risk of outbreaks.
February 2021
Glossary of Student Mental Wellness Concepts
This Policy Outline defines several common terms related to child development, student mental health and wellness, and school-based health services. Understanding these terms, which are distinct but connect in various ways, is critical to the policymaking process.
February 2021
A Year into the Pandemic: Parents’ Perspectives on Academics, State Assessments, and Education
This national parent survey includes findings on parent perceptions of learning during the pandemic, their greatest concerns for their children, and how they feel about academics and assessments given the unprecedented circumstances of the past year.
January 2021
When Back to School Meets Stay at Home
January 2021
Short Memories Lead to Long-Term Consequences
The collapse of good labor market opportunities for workers without a college degree is the elephant in the room in higher education policy discussions today. A high school diploma no longer provides a guarantee of financial security, let alone opens the door to the middle class. In response, some lawmakers and advocates have introduced a host of proposals known as “short-term Pell.” Dressed up as innovation, this idea is the latest iteration of short-term programs for Americans not interested in going to traditional college — but the historical record shows little compelling evidence that these programs offer a promising future.
This report examines the legislative and regulatory history of short-term programs under federal higher education law. The lessons from those earlier reforms can help guide policymakers in their current efforts to address the educational needs of Americans.
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