Think Twice Weekly Report

MAY 27, 2023 - June 2, 2023

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.

Policy Reports

Diversity – Race, Ethnicity, Class, Culture, and/or Gender

Source: Ed Trust
Date: 5/31/2023
5 State Policy Recommendations Fostering STEM Aspirations for Students of Color in Middle School

Pursuing new, commonsense approaches to education reform and work–family policies, from childcare and early education through higher education and workforce flexibility, will foster the conditions for family flourishing and increase birth rates for married couples. Affordable childcare from a variety of providers, including at-home options, access to high-quality K–12 education that reflects a family’s values, a higher education landscape that provides numerous routes to upward mobility, and flexible work arrangements will give couples the confidence that they can have the number of children they desire. Public policy should support families as they form and grow, and can do so through reducing government regulatory overreach, directly funding students instead of institutions, and by removing barriers to a flexible workforce. Ultimately, these reforms will support couples as they raise their children to become productive members of a free society.

Reports Reviewed

GLC seeks to ensure that policy briefs impacting education reform are based on sound, credible academic research. Below are reviews conducted with GLC support.

Think Again: Do Charter Schools Drain Resources From Traditional Public Schools?

Source: Thomas B. Fordham Institute
Reviewed by: Huriya Jabbar, University of Texas at Austin

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.

What We're Reading

Research and articles that we want to highlight for subscribers as potential resources:

An economist spent decades saying money wouldn’t help schools. Now his research suggests otherwise.

By: Matt Barnum, Chalkbeat

Eric Hanushek, a leading education researcher, has spent his career arguing that spending more money on schools probably won’t make them better. His latest research, though, suggests the opposite.

Solving Educator Shortages by Making Public Education an Attractive and Competitive Career Path

By: National Education Association

Educator shortages started before COVID-19 but were exacerbated by the pandemic. Shortages must be addressed now with long-term, evidence-based solutions.

New Laws Are Harming LGBTQ+ Students. Here’s How to Help.

By: National Education Policy Center

The number of laws targeting students who are LGBTQ+ is on the rise, complicating efforts to create safe, welcoming, and inclusive environments in schools.

Evidence for Social and Emotional Learning in Schools

By: Mark T. Greenberg, Learning Policy Institute

"Evidence for Social and Emotional Learning in Schools from the Learning Policy Institute reviews the findings from 12 independent meta-analyses covering hundreds of studies of school-based SEL programs. The review finds consistent evidence that SEL programs have a positive impact on student outcomes."

Social Media and Youth Mental Health

By: The U.S. Surgeon General's Advisory

This Advisory describes the current evidence on the impacts of social media on the mental health of children and adolescents. It states that we cannot conclude social media is sufficiently safe for children and adolescents and outlines immediate steps we can take to mitigate the risk of harm to children and adolescents.