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Apprenticeship Programs in a Changing Economic World (June 28, 2017)

In a knowledge-based economy, early employment gains with vocational training may lead to later problems when specific skills become obsolete.

Emulating Germany’s Apprenticeship System Won’t Make America Great Again (June 23, 2017)
We should not delude ourselves into thinking that Trump’s apprenticeship expansion will substitute for our failing K-12 schooling system
German-Style Apprenticeships Simply Can't Be Replicated (June 18, 2017)
Say the words “apprenticeship program” : Young people welcomed by companies that want to train them to become skilled workers. But adapting the German system for the U.S. is little more than a dream.
For Faster Education Progress, We Need to Know What Kids Know (April 14, 2017)

Nobody can realistically improve if they do not know where they stand or what is possible. Throwing more money at the global learning crisis without solid information on the specific challenges facing individual low- and middle-income countries is unlikely to be more successful in the future than in the past.

American Teachers Unions Oppose Innovative Schools—in Africa (March 10, 2017)
No longer content to oppose educational innovation at home, the unions representing America’s teachers have gone abroad in search of monsters to slay.Bridge International Academies has shown that it’s possible to provide high-quality, low-cost primary education to poor children in the developing world. Naturally, the teachers unions are outraged.
The Economic Impact of Good Schools (May 03, 2016)

Education policy in the U.S. is in transition. The policy directions of states will have a great impact on the future of each state’s economic development. And here the business community can significantly affect the future, essentially by promoting its own self-interest.

The knowledge capital imperative (January 28, 2016)

In September 2015, the United Nations adopted an aggressive development agenda that included 17 separate Sustainable Development Goals (SDGs) designed to guide investment and development over the next 15 years. Two of these assume particular importance because they will determine whether or not the other 15 can be achieved.

Can Schools Be Saved? Hope and Despair (December 30, 2015)

Improved education is the key to the future for the U.S., as our economy depends on having a highly skilled workforce. Over the past five years, my sense of hope and optimism has actually overtaken despair with U.S. schools. First, there is now broad recognition that quality teachers can lead to revitalized schools that are competitive internationally. Second, there is a new willingness by legislatures in a majority of states to push actively for more flexibility in hiring, paying, and retaining teachers and for improved teacher evaluations so that we identify the teachers that we want to nurture and retain.

Achieving Universal Basic Skills (November 04, 2015)

We argue that economic growth is what will ensure the other laudable Sustainable Development Goals and that quality education is the only way to achieve long run growth. Simply put, this economic growth goal and the means of achieving it through quality education stand at the top of the pyramid of the SDGs.

Eric Hanushek on the Education, Skills, and the Millennium Development Goals (July 27, 2015)

How important are basic skills for economic success and growth? Eric Hanushek of Stanford University's Hoover Institution talks with EconTalk host Russ Roberts about the importance of basic education in math and literacy and their relationship to economic growth. Hanushek argues that excellence in educating people in basic skills leads to economic growth, especially in poorer countries where years of education may be a poor proxy for learning.

Not in the Right Ballpark (July 20, 2015)

My critique of the paper by Jackson, Johnson, and Persico is very simple and might be lost in the dazzling misdirection of their response. When I learned computer programming, I was taught to use simplified approximations of results to make sure that my more complicated, and harder to check, programs produced answers that were in the right ballpark. This step apparently is no longer taught.

Does Money Matter after All? (July 07, 2015)

Considerable prior research has failed to find a consistent relationship between school spending and student performance, making skepticism about such a relationship the conventional wisdom. Given that skepticism, new studies that purport to find a systematic relationship between school spending and student performance get disproportionate attention. Kirabo Jackson, Rucker C. Johnson, and Claudia Persico offer a new study suggesting that a clear money-performance relationship exists if you just look in the right place. Nonetheless, we really cannot get around the necessity of focusing on how money is spent on schools.

Teach all young people universal basic skills by 2030 – it will give huge boost to GDP (May 18, 2015)

Ministers and education officials from a wide range of countries and international agencies are converging on Incheon in the Republic of Korea this week to discuss a new set of development goals at the World Education Forum. A draft document lays out a set of Sustainable Development Goals (SDGs), which will follow on from the Millennium Development Goals (MDGs) that included education goals to be accomplished by 2015. The MDGs called for universal access to secondary schooling and showed real progress: primary school enrolment rates in South Asia rose from 78% in 1999 to 94% in 2012 while they moved from 59% to 79% in sub-Saharan Africa over the same period. Unfortunately, the best available evidence shows that many of the students appeared not to learn anything. The evidence on international achievement tests showed dismal levels of knowledge for many of the countries that improved in school access – seat time is not the same as learning.

Not Enough Value to Justify More of the Same (March 26, 2015)

It is hard getting around the historic facts. Real per pupil spending has more than doubled in the past 40 years, but the mathematics and reading scores of 17-year-olds have barely budged. We must recognize that more of the same is unlikely to yield better results – and by implication reform through spending is not the way to improvement.

An Evaluation System Linked to Retention and Reward Is Vital (March 03, 2015)

Despite decades of study and enormous effort, we know little about how to train or select high quality teachers. We do know, however, that there are huge differences in the effectiveness of classroom teachers and that these differences can be observed.

Given this situation, the path to improvement rests with enhanced evaluation systems for teachers combined with better personnel systems that link retention and reward to effectiveness.

The UFT’s wasteful class-size push: Research says teacher quality trumps quantity (December 12, 2014)

It’s like the bad penny that keeps appearing, only it costs hundreds of millions of dollars. The city teachers union has begun pushing a new property-tax proposal tied to a union employment program. Everyone would be better off if they just stuck to teaching kids.

How Teachers Unions Use 'Common Core' to Undermine Reform (July 01, 2014)
This year's battle over the introduction of Common Core standards in public schools has diverted attention from a more important but quieter battle led by teachers unions to eliminate school accountability and teacher evaluations. These two measures are the real engines that will drive educational improvement, and it's critical that attempts to do away with them be blocked.
More Easily Firing Bad Teachers Helps Everyone (June 11, 2014)
Teacher tenure discussions often suggest that what is in the best interest of teachers is also in the best interest of students. But the groundbreaking decision in the Vergara case makes it clear that early, and effectively irreversible, decisions about teacher tenure have real costs for students and ultimately all of society.
There Is No War On Teachers (June 11, 2014)
In a stunning decision, a judge in the California Superior Court has ruled that, because education is a fundamental right of California youth, the laws governing teacher tenure, teacher dismissal and rules for layoffs are unconstitutional. This ruling only applies to California – and surely will be appealed by the teachers union – but it could open up consideration of students' rights in a larger number of states.
Kansas Courts Get It Right (March 12, 2014)
There is a small community that closely watches the various school finance court cases that are always creating background noise for education policy discussions. This community was rewarded last week with a new decision from the Kansas Supreme Court. Importantly, its decision in Gannon v. Kansas potentially signals a new direction for these cases. Instead of deciding whether or not the Kansas legislature had dedicated sufficient funds to its local schools, it chose to highlight the importance of student outcomes.

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