Center for Research on Education Outcomes:
Our third installment: This study examines the academic progress of students enrolled in charter schools compared with the progress of students enrolled in traditional public schools (TPS).
How charter school students learned over time
Fifteen years of student performance can provide insights into how schools, school operators, K–12 academic programs and education policy impact student academic success.Study results: A valuable tool for possibility and growth
Our evidence shows how successful, diverse schools deliver critical proof points of ways to improve outcomes for students and pave the road ahead.
🧵The evidence is increasing for charter schools, according to @CREDOatStanford‘s 3rd national study. It’s not perfect. Some charters are horrible. My takeaways… (1/7)
— Jill Barshay (@jillbarshay) June 12, 2023
“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?