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A school system is all of the schooling options, public and private.

SSRJ = School System Reform Journal

The peer- reviewed articles in the SSRJ will focus on the exploration of this question: What factors cause some school systems to produce better aggregate schooling outcomes than others?

"I believe that Mike Lieberman’s The Educational Morass: Overcoming the Stalemate in American Education is the most important and insightful book on US education policy in print, and none other approaches it. Anyone interested in education reform or understanding how and why our education policy processes do not function rationally or productively, should start by reading his volume.” (Richard Phelps; Journal of School Choice V 8, #2; 2014).

Taking Flak for Being on Target

Taking Flak for Being on Target: Vague Denunciation SOP by Defenders of the School System Status Quo || John Merrifield || November 11, 2016

Jesse Ortiz and I recently co-authored a chapter in, Improving Lives in Alabama: A Vision for Economic Freedom and Prosperity. On the basis of school system facts like persistent low performance in Alabama, and nationwide, non-controversial core principles like the diversity of children and educators, and the infeasibility of attendance zones for schools that address that diversity with specialized instructional approaches, we argued for a system that would have a dynamic menu of specialized schools of choice. We cited evidence of widespread dis-engagement in the current system’s implicit efforts to make comprehensive uniformity fit all. Continue reading »

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Charter Schools Scandals

Posted on Sat, Dec. 10, 2011

Florida charter schools: big money, little oversight

BY SCOTT HIAASEN AND KATHLEEN McGRORY

shiaasen@MiamiHerald.com

PATRICK FARRELL / MIAMI HERALD STAFF

Jeremy Rosende participates in his first-grade art class at the Renaissance Charter School in Coral Springs.

Preparing for her daughter’s graduation in the spring, Tuli Chediak received a blunt message from her daughter’s charter high school: Pay us $600 or your daughter won’t graduate.

She also received a harsh lesson about charter schools: Sometimes they play by their own rules.

During the past 15 years, Florida has embarked on a dramatic shift in public education, steering billions in taxpayer dollars from traditional school districts to independently run charter schools. What started as an educational movement has turned into one of the region’s fastest-growing industries, backed by real-estate developers and promoted by politicians. Continue reading »

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Tuition Top-off Spending by the Poor

Low-Income Families Find the Means To Enroll Their Children in Better Schools || John Merrifield || September 8, 2014

I recently re-discovered a finding that twelve percent of Oklahoma’s private school users are from families with annual incomes below $25,000. It reminded me of a key finding from my 2009 study of Edgewood’s (San Antonio) 1998-2008 privately-funded tuition voucher program: low income families find the means to enroll their children in schools that will work better for them. So, an expansion in the menu of schooling options facilitated by price decontrol – school choice including permission to top-off public funding with private funding – is not irrelevant or unfair to the poor. Such an expansion benefits all income classes, directly and indirectly; Continue reading »

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Great TPS Rare, Really

High-Performing Traditional Public Schools are Rare, Really || John Merrifield || November 30, 2014

This is going to be a tough sell. I recognize that. But sadly, this is a very important, painful reality check. My assertion that high-performing traditional public schools are very, very rare flies in the face of some deeply-rooted human tendencies, the first of which is that ‘best’ is widely seen as something that has to be really good. An even bigger likely source of resistance to the sad fact that the dysfunctional ‘business model’ of traditional public schools ensures low efficiency, and likely low performance even in the best-funded schools with the easiest to educate children, is parents’ strong desire to believe that they did right by their children. If we define this aspect of doing right as doing as well as possible within the available choices, most families pass the test. But when best available is shown to be pretty bad for a lot of children, some denial/resistance to the message will set in. That such a message will not produce the voter adulation candidates seek may explain why few, if any, public office-seekers will take on the myth that the better public schools are just fine. The roots of the low performance problem that I keep referring back to exist throughout the public school system, and they are not substantively negated by generous funding or by locating a school in a high socio-economic status neighborhood. Continue reading »

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Maranto Admin Accountability for 2018 SSRJ

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Does Administrative Accountability Capture Student Learning?  An Arkansas Test

Robert Maranto (rmaranto@uark.edu), University of Arkansas

Kaitlin Anderson (ande2018@msu.edu), Michigan State University

Alexandra Boyd (boydalexandra@gmail.com), University of Arkansas 

Every restraint and requirement originated in somebody’s demand for it.

Herb Kaufman (1977, 29)

Abstract

Market critics propose that administrative accountability is superior to school choice in promoting school quality. We use Arkansas school level value added measures of student learning to test whether schools which are less effective academically are more likely to face administrative sanctions. We find very modest, but statistically significant relationships between school academic performance and state sanctions: fully accredited (non-sanctioned) schools are slightly more effective academically. We hypothesize that charter schools are more likely to face sanctions since they have fewer administrative resources; this is not supported by the data.

We discuss the relevant policy implications.

Continue reading »

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Differentiation of Instruction Delusion

Differentiation Delusion: More Exposure Needed || John Merrifield || February 7, 2015

To even credibly imagine that one size could come close to fitting all, it must be possible to effectively ‘differentiate’ instruction, which is ability grouping by subject on steroids. ‘On steroids’ because with the classroom diversity that can result from our current system’s practice of sorting children only by neighborhood and age, appropriately differentiated instruction can mean a different teaching approach for every child.

Finally, specific evidence of the futility of the obviously costly and stressful challenge of having each teacher develop and deliver multiple pedagogical approaches is going mainstream public. The title of Dr. James Delisle’s January 7 Education Week Op-Ed says it plainly: “Differentiation Doesn’t Work,” and now the mainstream knows ‘the Emperor has no clothes’. Continue reading »

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Philanthropists Answer the Bell

Philanthropists, Please Answer the Nevada ESA Bell || John Merrifield || July 3, 2015

A key to the educational and political success of the landmark Nevada Education Savings Account (ESA) legislation is philanthropic dollars to finance ESA top-offs for low income families. The annual ESA deposit is about $5000. That’s enough to get into a lot of parochial private schools, but not enough for very many, if any, of the non-sectarian private options; either those already available or likely to be available soon via entrepreneurial initiative. Through competitive pressure over time, lots of private schooling options costing somewhat more than $5000/year will likely become available. When the full tuition amount of a preferred private school is more than the ESA amount – say $5000 for discussion purposes – admission to the preferred school will require shared financing, as it is called in Chile, or a co-payment (the term used in the 2002 U.S. Supreme Court Zelman decision that green-lighted sectarian school use of tuition vouchers). Continue reading »

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2012 PISA Results

The Wall Street Journal’s “U.S. High-School Students Slip in Global Rankings” (12/3) noted a widening gap between the U.S. and other countries, and it’s not because we improved more slowly than the countries with better test scores. Every three years, the OECD’s Program for International Student Assessment (PISA) tests a sample of 15-year-olds from countries that contain eighty percent of the world’s economy. Among the international tests, this is the most useful measure because it tests the oldest children; the closest to the school system’s final product. Continue reading »

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A Key Myth About the Roots of the Problem

Still Widespread Cluelessness on Roots of the Problem || John Merrifield || February 19, 2014

Sadly, we have another example of good guys ‘stepping in it’; a major fallacy embedded in an attack on a major fallacy. In, The Myths of School Vouchers, Then and Now, Casey Given asserts this myth: “Poverty, not teacher quality, is the root of America’s educational woes.” He correctly points out that vouchers allow disadvantaged children to find schools that will work better for them. Poor fit is the central problem, not poverty or teacher quality. Misallocation of teacher talent, including rampant out-of-field teaching is a big part of the poor fit problem.

Continue reading »

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Washington State Big Spenders

Washington State’s Big Spenders are Slow Learners || John Merrifield || November 30, 2014

After having little to show for a nearly 30% increase in public school spending by her administration, previous Governor Christine Gregoire (D – WA) said,

“I came in here determined to make the system work better. I put a lot more money into K–12. But then you sit there and say, “Why have I not been able to get the result I set out to achieve?”

Continue reading »

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