Category Archives: Education

Governors and Public Education: A Trend Analysis Of Gubernatorial Messages 2004-2008

Source: Communities for Quality Education, 2008

From the press release:
A new report from Communities for Quality Education (CQE) analyzes State of the State gubernatorial addresses between 2004-2008 and highlights specific education policy trends. The report shows that between 2004 and 2007, every governor who delivered a State of the State address stressed the importance of education to economic growth. In fact, no issue surrounding education has been focused on as much by governors in their State of the State addresses as the link between education and economic prosperity.
See also:
Governors’ Statements

School Enrollment in the United States: 2006

Source: U.S. Census Bureau, Housing and Household Economic Statistics Division,
Education & Social Stratification Branch, May 08, 2008

From the press release:
A national-level update of characteristics of the nation’s more than 75 million students. Eight tables include number of students by attributes such as age, sex, race, Hispanic origin, family income, type of college and vocational course enrollment. This Internet-only release comes from data collected each October as part of the Current Population Survey. The full report with analysis of the details is expected later this summer.

Waiting to Be Won Over -Teachers Speak on the Profession, Unions and Reform

Source: Ann Duffett, Steve Farkas, Andrew J. Rotherham, Elena Silva, Education Sector, May 2008

From the summary:
American public education is in the midst of intense change, and teachers, in particular, are facing pressure to produce better outcomes for students. As policymakers, teachers unions, and other stakeholders react to changing demands on the nation’s public education system, there remains considerable debate about what teachers think and what they want. Too often assumptions define the conversation rather than actual evidence of teachers’ views. In an effort to facilitate and inform this conversation, Education Sector and the FDR Group surveyed 1,010 K-12 public school teachers about their views on the teaching profession, teachers unions, and a host of reforms aimed at improving teacher quality.

Good Buildings, Better Schools: An Economic Stimulus Opportunity With Long-Term Benefits

Source: Mary Filardo, EPI Briefing Paper, April 29, 2008

From the summary:
The nation’s 97,000 public school buildings comprise an estimated 6.6 billion square feet of space on over 1 million acres of land. And while states and local communities invested over $500 billion in K-12 school building improvements from 1995 to 2004, considerable additional investments are needed to ensure that the nation’s public schools are healthy, safe, environmentally sound, and built and maintained to support a high-quality education.

Today, many of the nation’s schools face the combined challenges of deteriorating conditions, out-of date design, and changing utilization pressures (including intense overcrowding in some communities and rapidly declining enrollments in others). These combined deficiencies impair the quality of teaching and learning and contribute to health and safety problems for staff and students. Building design and facility conditions have also been associated with teacher motivation and student achievement.
See also:
Press release

An Idea Whose Time Has Gone: Conservatives Abandon Their Support for School Vouchers

Source: Gerg Anrig, The Washington Monthly, April 2008

…But in recent months, almost unnoticed by the mainstream media, the school voucher movement has abruptly stalled. Some stalwart advocates of vouchers have either repudiated the idea entirely or considerably tempered their enthusiasm for it. Exhibit A is “School Choice Isn’t Enough,” an article in the winter 2008 City Journal (the quarterly published by the conservative Manhattan Institute) written by the former voucher proponent Sol Stern. Acknowledging that voucher programs for poor children had “hit a wall,” Stern concluded: “Education reformers ought to resist unreflective support for elegant-sounding theories, derived from the study of economic activity, that don’t produce verifiable results in the classroom.” His conversion has triggered an intense debate in conservative circles. The center-right education scholar Chester E. Finn Jr., president of the Thomas B. Fordham Foundation and a longtime critic of public school bureaucracies and teachers unions, told the New York Sun that he was sympathetic to Stern’s argument. In his newly published memoirs, Finn also writes of his increasing skepticism that “the market’s invisible hand” produces improved performance on its own. Howard Fuller, an African American who was the superintendent of schools in Milwaukee when the voucher program was launched there, and who received substantial support from the Bradley Foundation and other conservative institutions over the years, has conceded, “It hasn’t worked like we thought it would in theory.” From all appearances, then, the voucher movement may not long outlive its founder, Friedman, or its most vigorous advocate and funder, Michael Joyce, who both died in 2006. How did one of the conservative policy world’s most cherished causes crumble so quickly?

Full text

Tight State Budgets Reveal Governors’ True Pre-K Colors

Source: Pre-K Now

From press release:
In spite of significant fiscal and political challenges, 16 governors and the mayor of Washington, D.C., proposed a total of $261 million in increases for pre-kindergarten programs, according to Pre-K Now, a Washington, D.C.-based education advocacy group, in its annual state-by-state analysis of leadership on early childhood education released today.

The report, “Leadership Matters: Governors’ Pre-K Proposals Fiscal Year 2009,” reveals that, collectively, these budget proposals would bring total state funding for pre-k to $5.2 billion–a 5.5% increase from last year–and would make pre-k available to nearly 60,000 more three and four year olds across the country. Among the governors recognized in the report for fighting to expand quality pre-k programs in the face of major hurdles are Gov. Phil Bredesen (D) of Tennessee and Bob Riley (R) of Alabama, both of whom joined Pre-K Now for today’s release.

Full Report (PDF; 544 KB)

A Nation Accountable: Twenty-five Years After A Nation at Risk

Source: U.S. Department of Education

From news release:
In 1983, the national report, A Nation At Risk, delivered a wake up call for our education system. It described stark realities like a significant number of functionally illiterate high schoolers, plummeting student performance, and international competitors breathing down our necks. It was a warning, a reproach, and a call to arms.

Fast forward twenty-five years to 2008. What has changed?

In some ways, we haven’t fully learned the lessons of A Nation at Risk, and continue to deal with the consequences. Today, half of all minority students fail to graduate from high school on time. But there’s an upside. A Nation At Risk inspired some state-level pioneers to think about standards and accountability in education, and put them into practice. This, in turn, led to the landmark No Child Left Behind Act. Now, across the nation, we’re finally measuring the progress of students of every race and income level, finally holding ourselves accountable for their performance, and finally producing and sharing data to determine what works.

Accurate, honest information is helping to show us the way forward, but it’s also revealing disturbing realities–like grave inequities between students of different races and income levels. As a result, the accountability movement to raise student achievement has reached a tipping point: will we hide from tough problems or redouble our efforts to help every student achieve their potential?

Full Report (PDF; 941 KB)

The 1983 report (PDF)

Where Are the Priorities? 2007-08 Report on the Economic Status of the Profession

Source: American Association of University Professors, March-April 2008

For many years now, colleges and universities have attempted to balance competing demands from students, legislators, and society at large. Students are enrolling in record numbers, legislators and employers are demanding greater skill levels from graduates, and higher education is increasingly being called on to do the work of economic development; at the same time, the share of institutional funding provided by state and federal governments continues to decline. Given these competing pressures on institutions, financial decision making has become a matter of determining priorities. In this year’s report, we call into question the apparent priorities demonstrated by trends in relative spending on salaries for faculty, football coaches, and senior administrators and by the shifts in staffing that have reshaped colleges and universities so dramatically over recent decades.