Tag Archives: politics

Four Possible Reasons Universal Vouchers Have More Public Support than Charter Schools

Universal vouchers, which provide government funding to families to offset the cost of private school tuition, are generally favored by market-oriented school-choice proponents. So you’d expect charter schools, which tend to enjoy more bipartisan support, to be more widely popular.

According to the latest Education Next poll, in 2019, 55% of the public indicated that they support universal vouchers, an increase of 12 percentage points since 2013. Meanwhile, charter schools only got the support of 48% of the public, a slight decline of 3 percentage points since 2013. 

Source: Education Next, “Trends in the EdNext Survey: Question wording and data over time,” 2019, https://educationnext.org/files/ednext-poll-question-wording-over-time-through-2019.pdf

Here are four key lessons from the Education Next poll that might explain why universal vouchers are tracking ahead of charter schools:

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Media: “Three Win-Win Opportunities for Middle- and Low-Income Students” in Education Next

Last week, I had a post on the Education Next blog about why we shouldn’t forget the needs of middle class students. The post was inspired by a new report from Melissa Steel King, Justin Trinidad, and me about how private schools seek to remain affordable for middle- and low-income families. An excerpt of my post:

Many education reformers focus their talents and attention on the most vulnerable children: low-income students stuck in the lowest performing schools. This focus reflects a dismay at persistent differences between students of different socioeconomic and racial/ethnic backgrounds, a dedication to equity, and a belief in opportunity through education.

Alongside this focus on high-need students, however, we must not forget middle class students. In fact, there are at least three win-win opportunities for policymakers, advocates, and practitioners to support middle class students while also advancing the needs of low-income kids.

Read the rest of this piece at Education Next, and dive into the report here.

Civics Education Isn’t About Content or Activism — It’s Both.

Today is Constitution Day and Citizenship Day, observed each year to commemorate the signing of the Constitution on September 17, 1787 and “recognize all who, by coming of age or by naturalization, have become citizens,” according to the Library of Congress. It makes for a good occasion to reflect on the state of civics education in America, a topic that has received renewed focus since the 2016 presidential election.

One question that is often debated in this conversation is whether civics education should focus on teaching content and critical thinking skills, or encouraging civic engagement and activism. This presents a false choice, as schools should be responsible for ensuring that students are both adequately informed and sufficiently engaged — not one or the other.

One side of this debate contends that civics education should first and foremost provide students with a basic understanding of how the American political system works and teach them how to think about political issues. Under this approach, students should develop a well-informed understanding of all sides of an issue, including the underlying facts and proposed solutions, only venturing into political activism once they have mastered the necessary knowledge and skills.

This approach is well intended: it is important to cultivate a citizenry capable of robust debate that honestly grapples with the benefits and tradeoffs associated with each issue. And improvement is certainly needed, based on students’ poor performance on the National Assessment of Educational Progress (NAEP) civics assessment, which measures “the civics knowledge, skills, and dispositions that are critical to the responsibilities of citizenship in America’s constitutional democracy.” According to the most recent civics assessment, last administered in 2014, only 23 percent of eighth grade students scored at or above the proficient level. In 2010, when NAEP last tested high school seniors in civics, only 24 percent scored at or above the proficient level.

However, neither of these results has changed significantly since 1998, and it’s not as if older voters — who vote at much higher rates than younger voters — are necessarily bastions of civic knowledge. For example, according to the most recent results from the Annenberg Public Policy Center’s annual civics survey, released last week, fewer than one third of Americans can correctly name all three branches of government, and many also lack important knowledge about how each branch functions.

Source: Annenberg Public Policy Center

Additionally, civic engagement, particularly voting, is not just about making a well-reasoned choice between two or more options. It’s also a way of demonstrating political power. When young people aren’t engaged, they are leaving their figurative voice out of the political conversation, meaning the issues they care about may receive less attention, and policies that affect young people may be enacted without their input. Our education system should have a strong interest in empowering young people and starting them on a path of self-advocacy.

Source: United States Elections Project

While the goal of civics education should be to both adequately inform students and get them engaged in the political process, it’s clear that we aren’t doing a good enough job on either front. This isn’t surprising when you consider how little time is spent on civics education. Based on a recent analysis from the Center for American Progress, 40 states require coursework in U.S. government or civics. While nine states require one year of such coursework, 31 only require a half-year, and 10 states have no requirement at all.

If we want to ensure that the next generation of citizens is sufficiently prepared for civic life, we need to commit the necessary time and resources — certainly more than one semester. We should view this Constitution Day and Citizenship Day as an opportunity to rededicate ourselves to the civic mission of schools.

State ESSA Plans Are in the Eye of the (Viewpoint) Holder

There has been a lot of discussion of state ESSA plans since the remaining 34 states submitted their plans earlier this fall, with various efforts assessing state plans against a set of common metrics. We wonks can go back and forth all day niggling on the metrics and indicators in each analysis (did it place enough emphasis on student subgroup performance, or on state’s long-term goals for growth and proficiency?), but that masks another important — and deeper — question:

How do states view the purpose of their state ESSA plans?

Among the American public and among state education leaders, there are vastly different perspectives on the role of the federal government in education. Whether you agree or disagree with the additional leeway that states enjoy under ESSA, the reality is that state leaders who believe that states should drive education policy will approach their ESSA plans with an orientation very different from state leaders who believe that the federal government should play a dominant role. Continue reading

In Light of DACA Repeal, What Can Educators Do Now?

Source: https://www.flickr.com/photos/peoplesworld/6649238679/in/photolist-b8z61c-4RQmyt-9Cyku1-9CvmU4-datE3o-dEusfL-buDiFk-4FQ457-4FQjJw-c1eLxL-hCp4i-8V26FA-c1ELVw-d9GmjA-kW5Dg-H3zvXa-d9Gm7K-hCoTs-8xVpix-v2QfRK-RxuMq5-c1ELJq-hCoKv-8xVqaD-natkW8-8xYrrs-hCopC-8xYr4L-9MyCEe-aDbMLz-dA61aW-4Ro7WA-d9Uw88-c1EMUQ-buDd7Z-bAHAhP-bNkhN8-9Cvr14-bQCmSK-buDigr-8xcrkt-buDfRD-pPPJ8L-bzqvx7-4FKUST-buDmhP-8LHuxQ-buDhTg-d9UuaV-hCr29

An Immigrant Youth Justice League rally in 2011. Photo via Flickr user peoplesworld.

Having immigrated to the U.S. from the Philippines at four years old, I know firsthand the difficult decision my parents made to leave behind the country they called home in search of opportunity for my family. Although I have family abroad, this country is the only place I know as home.

Recipients of Deferred Action for Childhood Arrivals (DACA) were brought to the U.S. as young children by parents who made the courageous decision to leave the only home they knew, often due to danger, conflict, poverty, or a lack of opportunity. While my immigration story is different, I can’t help but feel connected to the 800,000 DACA recipients whose only chance of hope and a future in this country was abruptly taken away from them this week.

In the wake of DACA repeal, I sought advice from Mayura Iyer, a Teach For America corps member teaching in Dallas, TX. Mayura’s main priority is to control the one thing she can in this moment – to make her immigrant students feel as safe and welcome as possible in her classroom. Every educator has this opportunity and responsibility, and below are some resources and suggestions Mayura offered to continue supporting immigrant students in her classroom:

Make sure students and their parents know their rights. Provide students with materials they can share with parents, particularly in-language translated materials, such as those from Remezcla and Here to Stay. Have these materials readily available in the classroom to allow the students to pick up on their own time – if and when they’re ready.

In addition, it’s important to clarify any misconceptions and myths that students hear on a daily basis. For instance, many undocumented families may fear that immigration authorities are present in schools and that undocumented students may be vulnerable to deportation at school. Clarify your school or district’s policy to protect immigrant students (see, for example, the National Education Association’s “Safe Zones” resolutions policies or Virginia’s guidance regarding school division responsibilities and actions in reference to students and immigration) and ensure students and parents know that school is a safe environment for them.

Uplift and value the experiences of immigrants and students of color. Celeste Hayes’ “How to Decolonize a Classroom” addresses the whitewashing of narratives about people of color in history. Teachers can actively uplift the stories and voices of immigrants and people of color by being intentional about the historical figures they post on their classroom walls or the projects they assign to their students.

Incorporate cultural competency in lessons. Teach Tolerance offers a number of instructional resources on diversity, identity, and social justice that teachers can use to help facilitate difficult conversations on topics such as race, immigration, and inclusion. No matter how difficult, these discussions are vital to creating a welcoming environment for all students, particularly during these uncertain times. While conversations about immigration and inclusion may seem most relevant to classrooms with large immigrant populations or students of color, it is equally if not more important to make sure these conversations take place in schools with small minority populations. Students take these discussions outside of the classroom and to their homes, and if we’re trying to make our country a more immigrant-friendly place, then teachers must make a conscious effort to create such environments in their classrooms.

DACA recipients are among our students, teachers, friends, and neighbors, all of whom are inextricably woven into the fabric of America. Repealing this executive order, with no guarantee from Congress that timely legislation will pass before it expires, is irresponsible and inhumane. In the meantime, educators play an important role in ensuring that immigrant students feel like they belong in the classroom — and in this country.