Vouchers

This paper brings to bear new evidence from a remarkable five-year survey conducted of a census of public schools in Florida, coupled with detailed administrative data on student performance. We show that schools facing accountability pressure changed their instructional practices in meaningful ways. In addition, we present medium-run evidence of the effects of school accountability on student test scores, and find that a significant portion of these test score gains can likely be attributed to the changes in school policies and practices that we uncover in our surveys.

Both the United States and England initiated ambitious standards-based education reform to eliminate large gaps between their highest and lowest achievers. England appears to be ahead, having started in 1988 with a national curriculum, tests, and performance tables. The United States' No Child Left Behind Act began rewriting state rules in 2002 with more incentives and punitive measures aimed at school performance. Viewing the contrasts as opportunity, educators and policymakers from each side of the Atlantic gathered in Philadelphia in mid-October for the second half of a dialogue on urban education. This policy brief offers highlights from their discussions.

[Christian Science Monitor] The education bill sculpted, sanded, and polished by the Senate passed last week with strong bipartisan support. This important bill provides support for schools serving disadvantaged students, and promotes accountability as the basis of school reform. At issue now is funding. As a key amendment requires, funds will go to the schools serving only the neediest students - but how much funding?

Jane Hannaway, Director of the Institute’s Education Policy Center, examines the issue of school vouchers. With Emily Van Dunk, Public Policy Forum of Milwaukee, and Joe Williams, New York Daily News. Hosted By Kojo Nnamdi.