In a new paper, Lynne Graziano and I look at what data states are collecting around college and career pathways.
On one hand, there’s a positive story to be told. States have changed their formal high school rating systems beyond graduation rates and test scores to include a host of college- and career- readiness measures. By our count, 34 states plus DC have some form of indicator along these lines. Another 12 states are tracking one of these measures but do not yet hold schools accountable for them.
While we find this trend promising, many of these states are lumping all “college and career” measures together, even though those pathways may not be equally rigorous or helpful for students. Worse, only 16 states are disaggregating these measures by subgroups of students, so we have no way of knowing whether certain groups of students, such as Black or Hispanic students, are being tracked into, or away from, certain pathways. We argue states need to do more to ensure the latest push toward college and career pathways yields equitable results for all students.
Read the full paper here.
If COVID-19 causes an economic downturn anything like the last one, that means bad news for Nebraska’s teacher pension plan. In a new piece for The Omaha World-Herald, I argue that Nebraska leaders will face a tough choice. They can raise contribution rates and cut teacher benefits, like they did after the last recession, or they could extend a retirement plan the state already has in place for state employees to also cover its teachers. I suggest the latter:
In short, Nebraska is offering its state employees a better deal than it offers its public school teachers. Compared to teachers, state employees qualify for retirement benefits sooner, receive a higher employer contribution toward those benefits, and are better shielded from market downturns.
Rather than continuing to cut teacher benefits, Nebraska legislators should take this opportunity to extend its existing cash balance plan to teachers, and teachers should take this opportunity to demand better for themselves.
Teachers are relatively risk-averse compared to other professionals, but the pension plans covering 90 percent of teachers are taking substantial risks on their behalf. In fact, in a new piece for Brookings, I argue that risk-taking behavior by teacher pension plans has the potential to harm individual teachers and the teaching profession writ large:
The average teacher may not follow the bond markets very closely, and concepts like the risk premium taken on by their respective pension plan may feel abstract, but that doesn’t mean they don’t affect the average teacher. When pension plans fail to hit their aggressive investment targets, that can create additional costs that trickle down to teachers.
You can read the entire piece at the Brown Center Chalkboard.
I grew up in Iowa. I attended public schools in Iowa.
So it pains me to say this, but the Iowa caucuses are bad for education policy. As I lay out in a new column at The 74, the policies favored by an unrepresentative sample of Iowans have an outside influence on our national politics. That has distorting effects, and not in a good way:
When it comes to certain policy areas, such as farming and agriculture, it’s easy to see how an unrepresentative sample of Iowans would result in policies that were unrepresentative of the rest of the country. Our national farm policies are at least partly shaped by the fact that our presidential candidates must kowtow every four years to local interest groups like the Iowa Farm Bureau, where my father worked when I was a kid.
The same applies to presidential contenders crafting their education policies, meaning an unrepresentative sample of Iowans play a quiet but powerful role in shaping our national educational debate. But are the education policies favored by Iowans any good? Are they worth spreading across the country?
The short answer is no. On education, Iowa is falling behind the rest of the country.
In terms of education policy, Iowa is an outlier, and not in a good way. It’s time to give other states a chance to take the lead. Read my piece here.
I have a new piece out in The 74 this week on some good news in the education world:
College attainment rates rose just 1 or 2 percentage points per decade for the first half of the 20th century and only began to pick up in the 1970s. Although the most recent data only go through 2018, the 2010s have already seen a gain of 5.1 percentage points, more than the gains in the 1980s, 1990s and 2000s. If the 2010s ended anything like the decade began, it will easily be the best decade we’ve ever seen in terms of college attainment.
We just went through a decade of stagnant achievement scores, and ideally we’d see improvements in both achievement and attainment. Still, I argue it’s worth celebrating the attainment gains given their link to improved life outcomes for students.
Read the full piece here.