One sleeper in the flurry of decisions at the end of the last U.S. Supreme Court term has to be the decision in Horne v. Flores, a long-running Arizona case about funding special programs for English Language Learners (ELL). In overturning lower court decisions calling for continued court-ordered school spending without regard to student outcomes, the Court may lead to a new era of more rational and effective court involvement in school funding policies.
Eric Hanushek of Stanford University's Hoover Institution talks with EconTalk host Russ Roberts about the current state of education and education policy. Hanushek summarizes the impact of No Child Left Behind and the current state of the charter school movement. Along the way, he and Roberts discuss the role of testing as a way of measuring achievement.
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
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.
Professor Eric Hanushek of Stanford University talks about the economics of education, discussing issues including the returns to quality teaching, the effectiveness of incentive-based pay for teaching, and how to close the educational achievement gap in the United States.
Eric Hanushek of Stanford University's Hoover Institution talks with EconTalk host Russ Roberts about the strange evolution of school finance in the last four decades. In particular, the courts have played an important role in recent years in mandating expenditure increases for public school systems. Hanushek talks about why this has come about and the lack of effect these expenditures have had in affecting student achievement.
Hoover Institution Senior Fellow Eric Hanushek talks about his research on the impact of educational quality on economic growth. Past efforts to increase the economic growth rate of poor countries have focused on years of schooling, neglecting the quality and true education that needs to take place. Hanushek presents dramatic findings about the decisive nature of cognitive ability and knowledge in driving economic growth.
California's education finance system is broken in every way, but the real story is the dismal achievement of kids in California. What needs to be fixed is not just how schools are financed, but more important how the whole K-12 educational system is organized, and especially the incentives given to schools to do better.
The PISA results came out recently, and they were greeted in the normal manner: The vast majority of U.S. citizens, both educators and populace, presumed that the discussion was about a bell tower in Italy and went on to something else. Germany was at the other extreme. Virtually every local newspaper covered the results on its front page.
The state of schooling in New York City returned to the news Thursday with the highest court coming down on the side that the city's schools fail to meet constitutional requirements. The court has now turned the spotlight back on the state Legislature to "fix things."
In the state of Washington, adequacy plaintiffs filed a new lawsuit in early 2007 that is expected to rely heavily on a report prepared at the request of a gubernatorial-appointed commission, Washington Learns. This report, "An Evidence-Based Approach to School Finance Adequacy in Washington," claims to present scientific evidence of exactly what needs to be done to bring everychild to proficiency as defined under state and federal law. The advance, if true, would go far beyond this specific court case and could revolutionize American education.
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.
Now that the state Court of Appeals has once and for all settled the New York City school finance lawsuit, state and city officials must soon initiate the next necessary discussion, which should prove much more interesting — about what needs to be done to improve the city's schools.
Between 1992 and 2011, the improvement in achievement by Wisconsin students was the fourth worst of the 41 states for which data are available. In that relatively short time, Wisconsin moved from sixth to 14th in the rankings. This signaled a fundamental set of problems ranging from the future earnings of Wisconsin students to the growth and prosperity of the entire state.
After the Kansas City experiment, I figured that nobody with a straight face would suggest "throwing money at schools."