The Think Twice Weekly Report compiles public education-related policy reports, research and articles of interest to policymakers, educators and stakeholders. This list is not exhaustive but is meant to highlight recent reports that may be used to support or undermine the work of our subscribers in supporting public schools. We encourage you to take a moment to scan these reports and determine if they may be used by policy makers to assist or erode your mission.
Implementing ESAs poses particular challenges because they are more than simply voucher or tax-credit programs. They are expansive parental-choice programs that provide students with public resources that they can use for a wide array of educational expenses in addition to private school tuition. As new ESA programs come online, thankfully, many people are intently focused on implementation. This report examines the challenges of implementing ESAs and makes suggestions about how to overcome implantation pitfalls. Specifically, we focus on five key priorities. First, parents must be informed about their options. Second, schools and other providers must prepare for, and respond effectively to, the opportunities and challenges provided by ESAs. Third, regulators must thoughtfully and deliberately address the need for effective program regulations. Fourth, program administrators must establish effective operational policies and procedures. Fifth, states and public-interest legal advocates must prepare for legal challenges.
Nearly 1 in 5 U.S. students attend rural schools. That's about 9.3 million kids. Yet, during policy discussions, rural schools' unique challenges are often eclipsed by those of their urban and suburban counterparts. This report is a case study of an innovative, replicable public education experiment at three rural Texas high schools called the Rural Schools Innovation Zone (RSIZ). This first-of-its-kind experiment is a collaboration between three rural school districts focusing on college attainment and career pathways for the 21st century job market.
The Boston Public Schools (BPS) are experiencing some positive change in the wake of an updated memorandum of understanding with the state but have a long way to go to streamline critical processes, improve school accountability, and create a realistic, school-centered budget, according to a new study published by Pioneer Institute.
GLC seeks to ensure that policy briefs impacting education reform are based on sound, credible academic research. Below are reviews conducted with GLC support.
The report references most of the relevant literature and fairly assesses the evidence. However, it makes claims and policy recommendations that are untested empirically and unwarranted based on the research. For example, it concludes that districts' higher expenditures in a charter environment are due to policies protecting traditional public schools from revenue fluctuations caused by charter competition. In doing so, it fails to consider other possible explanations, such as charters strategically enrolling relatively few students who are particularly costly to educate.
Research and articles that we want to highlight for subscribers as potential resources:
Researchers find that math students learn best through individual practice while English students thrive in groups
The coming Supreme Court ruling on affirmative action could widen those racial gaps
This list includes bachelor degree granting institution that do not require all or most recent U.S. high school graduates applying for fall 2023 to submit ACT/SAT results before admissions decisions are made.
Critical Practices for Social Justice Education is a resource to support K-12 educators in growing their understanding of social justice principles and integrating them into their practice.
When it comes to how we show what students know, do traditional grading practices deserve an F?