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A Distraction from Real Education Reform. U.S. News and World Report, October 28, 2013

Policymakers and reform advocates alike have rallied around introducing a set of national content standards, suggesting that this will jump-start the stagnating achievement of U.S. students. As history clearly indicates, simply calling for students to know more is not the same as ensuring they will learn more. While I support better learning standards, we cannot be distracted from more fundamental reform of our schools.

Playing in the Right League. (with Paul E. Peterson) . Huffington Post, October 28, 2013

The headline in the New York Times was "Eighth-graders in 36 states performed above the mathematics and science averages." That sounds pretty good until one goes into the details and finds out what league is being assessed. Only a third of the OECD countries -- the club of most developed nations of the world -- participated in TIMSS. TIMSS, for example, did not include Singapore, Switzerland, Netherlands, Germany, or Poland. Instead, the TIMSS countries were heavily weighted toward developing nations -- Armenia, Ghana, Oman, Syria.... It is not just a matter of pride or of publicity. Our economic well-being is directly dependent on the quality of our workforce.

Upgrade U.S. skills or pay the price. (with Paul E. Peterson). New York Daily News, October 9, 2013

New data show the disheartening level of skills of the American worker compared with those in other developed countries. Although this is the first international comparison of adult math and reading skills, this is what we have been hearing about U.S. students for decades — without strong, meaningful action to correct the situation. If economic growth followed historical patterns and if America could bring its students up to German standards, that would generate an increase in the average American worker’s income by 12% every year for the next 80 years.

Fixing our schools could fix our debt crisis, too. (with Paul E. Peterson)., September 13, 2013

As Congress debates ways of controlling a burdensome national debt that threatens to blow through 100% of GDP, one way of correcting the long-term trend projected for the rest of the 21st Century is systematically ignored.

The Vital Link of Education and Prosperity. (with Paul E. Peterson). The Wall Street Journal, September 11, 2013

Paul E. Peterson and Eric A. Hanushek

One metric of the failure of American public education is that only 32% of U.S. high-school students are proficient in math. According to our calculations, raising student test scores in this country up to the level in Canada would dramatically increase economic growth. We estimate that the additional growth dividend is equivalent to adding an average 20% to the paycheck of every worker for every year of work over the next 80 years.

Wall Street Journal, September 11, 2013

Rescue the future by fixing our schools. (with Mike Honda). The Hill, June 6, 2013

Our schools are neither excellent nor equitable, but we allow this to continue with just lip service about the problem. If we allow another three decades of slow movement on dealing with these issues, it will have profound implications for America’s economic and social well-being. These problems cannot be swept under the rug if America and our children are to realize their full potential.

Why Educators' Wages Must Be Revamped Now. Education Week, 32(20) , February 6, 2013, pp. 28-29, 31

Does inefficiency in current school spending imply that we can simply cut back on spending without harming students? This surely is a key question that will come up this spring in statehouses across the nation as they face another tough budget year. District officials, if they are wise, will not just rely on the same old belt-tightening maneuvers. Indeed, perhaps the only viable option is seriously addressing policies toward educator salaries.

Improving outcomes—either with fewer or more resources—requires significant change. It will be virtually impossible to get such change without active state policies that push for the alignment of salary budgets with classroom performance.

Education Week, February 6, 2013

Fewer school days is the worst of budget options for California. San Jose Mercury News, July 20, 2012

When asked to propose ways to deal with budget cuts, the National Park Service famously proposed closing the Washington Monument, and this tactic of choosing the most egregious conceivable action as a way of forestalling budget cuts is enshrined in budgeting lore. But now California is moving to displace this symbol of governmental malfeasance with a much more harmful ploy: If you will not give us the money we want for schools, we will close them down.

Education is the Key to a Healthy Economy. (with George P. Shultz). Wall Street Journal, May 1, 2012

George P. Shultz and Eric A. Hanushek

In addressing our current fiscal and economic woes, too often we neglect a key ingredient of our nation’s economic future—the human capital produced by our K-12 school system. An improved education system would lead to a dramatically different future for the U.S., because educational outcomes strongly affect economic growth and the distribution of income. Over the past half century, countries with higher math and science skills have grown faster than those with lower-skilled populations. In the chart nearby, we compare GDP-per-capita growth rates between 1960 and 2000 with achievement results on international math assessment tests. If we accept our current level of performance, we will surely find ourselves on a low-growth path.

Wall Street Journal, May 1, 2012

Misplaced Optimism and Weighted Funding. Education Week, 31(26), March 28, 2012, pp. 28,36

Liberals and conservatives alike have made "weighted student funding" a core idea of their reform prescriptions. Both groups see such weighted funding as providing more dollars to the specific schools they tend to focus upon, and both see it as inspiring improved achievement through newfound political pressures. Unfortunately, both groups are very likely wrong. Schools will not improve until there are greater incentives for improving student achievement. Redistributing funds across schools or increasing the funding to schools by themselves will not magically put us on this path.

Teacher ratings are a vital step forward. New York Daily News, February 24, 2012

Nobody would ever advocate making personnel decisions through public posting of evaluations in the newspaper. The public release of value-added scores for more than 12,000 New York City teachers, set for Friday morning, should not be taken as a model for how to run the human resource departments of the schools. But that is not what is going on here.

Recognizing the Value of Good Teachers. Education Week, 30(27), April 6, 2011, pp. 34-35

The teachers’ unions have put themselves in a difficult position, with Wisconsin, Indiana, and Ohio demonstrating that the traditional labor stance is untenable. So far, media attention to the union story has focused on the fiscal side—state deficits, teacher-benefit packages, and the like. Without question, these are important issues, but they are dwarfed by the implications for teacher effectiveness and improved student achievement. Now is the time to go beyond the rhetoric and to show that all of us—including the unions—are truly behind ensuring effective teachers in all classrooms.

Education reform solves state's budget crisis. (with George P. Shultz) . San Francisco Chronicle, April 10, 2011, p. F-6

Do we really need someone in Sacramento writing three paragraphs in the California Education Code containing 1,132 words that lay out the rules for school field trips? How about state approval of lesson plans for farm labor vehicle training? Of course not. And from these, we see an opportunity to break the gridlock in our state capital.

Saving the schools: Why more money is not the answer. New York Post, April 1, 2011

State budgets this year face huge rev enue losses, thanks to the recession and the end of federal stimulus money. Each threatened interest group has mobilized to try to escape any impact but none as effectively as schools, which have a special weapon: the courts. The argument in the courts -- playing out now in New Jersey and likely soon in New York -- is simple: The state Constitution protects us from taking any share of the pain of the fiscal calamity.

Viewpoints: Test evaluation put teachers on the spot. Sacramento Bee, November 12, 2010

In an unexpected action last summer, the Los Angeles Times published the ratings of teacher effectiveness for 6,000 teachers by name. This is a potential game-changer. The publication created a firestorm. The unions were apoplectic. A vocal set of commentators attacked this action from a variety of viewpoints. Nonetheless, it shows signs of spreading – to New York City and elsewhere.

There is no ‘War on Teachers”. Wall Street Journal, October 19, 2010

No longer is education reform an issue of liberals vs. conservatives. In Washington, the Obama administration's Race to the Top program rewarded states for making significant policy changes such as supporting charter schools. In Los Angeles, the Times published the effectiveness rankings—and names—of 6,000 teachers. And nationwide, the documentary "Waiting for 'Superman,'" which strongly criticizes the public education system, continues to succeed at the box office.

UFT wrong to fight Joel Klein's attempt to release teacher data, says leading education researcher. New York Daily News, October 27, 2010

New York City's schools chancellor, with the support of Mayor Bloomberg, wants to release the value-added test score results for 12,000 teachers - revealing for parents and the public the student learning gains attributable to each instructor. News organizations have requested the data; the city is ready to comply. The city's United Federation of Teachers has challenged the release, and a judge will decide next month.

I've spent many years looking carefully at such data. I know it can be incendiary; I know it has flaws. Still, I strongly support its release.

Cry Wolf! This Budget Crunch Is for Real. Education Week, 29(32), May 2010, pp. 32-40

We are entering the season for dire warnings about the loss of teacher jobs unless school funding is improved. U.S. Secretary of Education Arne Duncan has given high-level credibility to this story by providing administration support to Democratic Sen. Tom Harkin’s new $23 billion stimulus bill in Congress.

California Needs to Make Wiser Use of School Funding. (with Alfred A. Lindseth). San Francisco Chronicle, June 17, 2009, p. A-15

California's budget woes are known nationally. On May 19, voters overwhelmingly rejected a series of five ballot initiatives that were central to the state's plans for feigning a balanced budget. While there might be an element of sport in watching politicians flail around trying to deal with more than $20 billion of red ink, the stakes for California and the nation are huge. Perhaps the most significant impact will come through what happens to California's public schools

Performance-Based Funding. (with Alfred A. Lindseth) . Education Week, 28(33), June 10, 2009, pp. 28-30

How to finance our schools remains controversial, and is the subject of continuous rancor in courthouses and statehouses across the nation. There are many movements, replete with Web sites and annual reporting, that advocate, among other things, proposals such as the “65 percent solution” and weighted student funding. None of the approaches that have been tried, however, has led to significantly improved achievement by students or has closed the nagging achievement gaps that continue to plague schools.