Tag Archives: federal role in education

Media: “On the Grandest Policy Stage — the State of the Union Address — Trump Signals Shift to Scaled-Down Education Ambitions” in The 74

Under previous administrations, K-12 policy segments of the State of the Union tended to focus on how the federal government would broadly shape the operation of public school systems in America. Last night, I thought that President Trump took a very different approach:

A good portion of the reaction to last night’s State of the Union is about a snubbed handshake and the tearing of a speech. While in recent years, the speech has certainly become a performative event full of partisan posturing, last night still signaled a subtle yet substantial shift in the presidential approach to K-12 education policy: President Trump indicated that his administration is more interested in incremental education measures than any administration in recent history.

Read more over at The 74.

3 Things Head Start Programs Can Do Right Now to Improve Their Practice

Research tells us that, overall, Head Start has positive effects on children’s health, education, and economic outcomes. But there is wide variability in quality from program to program — and, as a field, we don’t understand why. 

Earlier this year, Sara Mead and I tried to figure that out. We published an analysis, conducted over three years, of several of the highest performing Head Start programs across the country. We specifically looked at programs that produce significant learning gains for children. Our goal was to understand what made them so effective.

As part of this project, we provided detailed, tactical information about exemplars’ design and practices. We hope to serve as a resource and starting point for other Head Start programs interested in experimenting with something new and, potentially, more effective.

Here are three action steps that Head Start programs can take right now to improve their practice:  Continue reading

Why Some Educators Are Skeptical of Engaging in Rigorous Research — And What Can Be Done About It

In my previous post, I talked about the importance of rigorous research and the need for researchers to engage directly with education stakeholders. Yet some educators remain skeptical about the value of partnering with researchers, even if the research is relevant and rigorous. Why might education agencies fail to see the value of conducting rigorous research in their own settings?

For one thing, letting a researcher into the nitty gritty of your outcomes or practices might reveal that something isn’t working. And since it’s rare that educators/practitioners and researchers are even in the same room, education agency staff may be concerned about how findings will be framed once publicized. If they don’t even know one another, how can we expect researchers and educators to overcome their lack of trust and work together effectively?

Furthermore, engaging with researchers takes time and a shift in focus for staff in educational agencies, who are often stretched to capacity with compliance and accountability work. Additionally, education stakeholders may have strong preferences for certain programs or policies, and thus fail to see the importance of assessing whether these are truly yielding measurable improvements in outcomes. Finally, staff at educational agencies may need to devote time to help researchers translate findings, since researchers are not accustomed to creating summaries of research that are accessible to a broad audience.

Given all this, why am I still optimistic about connecting research, practice, and policy? Continue reading

Why Is There a Disconnect Between Research and Practice and What Can Be Done About It?

What characteristics of teacher candidates predict whether they’ll do well in the classroom? Do elementary school students benefit from accelerated math coursework? What does educational research tell us about the effects of homework?

three interconnected cogs, one says policy, one says practice, one says research

These are questions that I’ve heard over the past few years from educators who are interested in using research to inform practice, such as the attendees of researchED conferences. These questions suggest a demand for evidence-based policies and practice among educators. And yet, while the past twenty years have witnessed an explosion in federally funded education research and research products, data indicate that many educators are not aware of federal research resources intended to support evidence use in education, such as the Regional Education Laboratories or What Works Clearinghouse.

Despite a considerable federal investment in both education research and structures to support educators’ use of evidence, educators may be unaware of evidence that could be used to improve policy and practice. What might be behind this disconnect, and what can be done about it? While the recently released Institute of Education Sciences (IES) priorities focus on increasing research dissemination and use, their focus is mainly on producing and disseminating: the supply side of research. Continue reading

Are You a Presidential Candidate With a Child Care Proposal? Pay Attention.

As candidates put forward their visions for 2020, potential Democratic frontrunner Elizabeth Warren has chosen to make childcare a centerpiece of her campaign to rebuild the middle class. Warren’s announcement builds on recent arguments that child care is a vehicle to increase women’s workforce participation and, therefore, economic growth. Warren’s proposal has since stimulated a good deal of coverage and debate about both the merits of her plan and the value of early childhood education more generally.

One overlooked factor in this debate is the debt that Warren’s plan owes to Head Start, which Warren acknowledges in the unveiling of the plan. Head Start, the country’s largest pre-K program, is a federally funded child development program that supports local early childhood programs to provide early learning, family engagement, and comprehensive supports for nearly one million preschoolers in poverty and their families every year.

Warren is smart to seize on Head Start as a model. Research shows that Head Start students overall make meaningful gains in school readiness during their time in Head Start, and that the quality of Head Start programs is better than many other early childhood settings. But other research shows that the quality of Head Start programs varies widely, with some programs producing much bigger school readiness gains than others.

My Bellwether colleague Sara Mead and I have spent the last three years studying five of the highest performing Head Start programs in the country, programs that have produced significant learning gains for the children they serve. We examined every aspect of these programs in an effort to understand what practices led to their effectiveness and how, as a field, we can leverage their successes to improve the quality of all early childhood programs — Head Start and otherwise.

After closely analyzing these programs’ practices, we produced a series of publications called “Leading by Exemplar,” released today. This research is the first of its kind to do such an in-depth study of program practices. It offers lessons for other Head Start programs and for policymakers — including Warren — who want to expand access to quality learning in the early childhood world.

So what is the “secret sauce” that contributes to these programs’ successes? Three practices stand out: Continue reading