Education Opportunity Network

Education Opportunity Network -

6/9/2016 – Mindless Underfunding Of Schools Continues

THIS WEEK: Education Inequity Reigns … Suspensions Cost Us Billions … Experienced Teachers Matter … Grades Beat Tests … Business Thinking Hurts Education


Mindless Underfunding Of Schools Continues, Doing Irreparable Harm To Kids

By Jeff Bryant

“High school graduation season is in full bloom in many communities around the nation, but in some places, parents with kids still in schools have to be worried about the conditions of their schools they’ll return to in the fall – or even if the schools will open at all … The Wall Street Journal reports that state lawmakers across the nation, especially in the Midwest, are at seemingly intractable odds over how ‘to make sure the next school year can start on time.'”
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Disparities Continue to Plague U.S. Schools, Federal Data Show

Education Week

“New federal data show a continuing deep gulf between the educational experiences of traditionally disadvantaged student groups and their peers on a broad range of indicators … Black and Latino students are still more likely to be suspended, more likely to attend schools with high concentrations of inexperienced teachers, and less likely to have access to rigorous and advanced coursework than their white peers … For black, Latino, American Indian, and multiracial high school students, roughly 20% or more are chronically missing from class … Asian, black, and Latino students are more likely than their white peers to be among the 1.6 million students nationwide who attend a school that has a law-enforcement officer but no school counselor.”
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Suspending Teens Ruins Lives And Costs Taxpayers $35 Billion A Year


“School suspensions are costing American taxpayers $35 billion each year in lost tax revenue and higher costs for publicly funded services … Suspended students are at high risk of dropping out of school … ‘People without a high school diploma earn less, have more health problems, and are more likely to get into trouble with the law’ … Jeff Bryant, director of the Education Opportunity Network, a public-school policy center, told TakePart that the study’s groundbreaking findings are likely the tip of the iceberg.”
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Does Teaching Experience Matter? Let’s Count the Ways

NEA Today

“‘The common refrain that teaching experience does not matter after the first few years in the classroom is no longer supported by the preponderance of the research … Teaching experience is, on average, positively associated with student achievement gains throughout a teacher’s career … A more experienced teaching workforce offers numerous benefits to students and schools, including greater individual and collective effectiveness in improving student outcomes as well as greater stability and coherence in instruction and relationship-building.'”
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Colleges Send Too Many Into Remedial Classes Who Don’t Need It, Growing Body Of Research Shows

The Hechinger Report

“College administrators typically rely on standardized tests to decide which students should proceed directly to college-level classes and which students should start in remedial courses … Many students who did well on these exams bombed their college classes, and vice versa … If college administrators had simply looked at the students’ high school GPAs, they would have done a much better job at figuring out who needs to relearn high school material and who doesn’t … What students know, or ‘content knowledge,’ isn’t the most important thing … GPAs capture important non-cognitive skills that tests don’t.”
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When Universities Try To Behave Like Businesses, Education Suffers

Los Angeles Times

“Universities are getting cozier with businesses and industrialists, and … are adopting the corporate model of profit and loss as though they’re businesses themselves. Students already are losing out. They’re not only saddled with an increasing share of the direct costs of their education, but are offered a narrower curriculum as universities cut back on supposedly unprofitable humanities and social science courses in favor of science, engineering and technology programs expected to attract profitable grants.”
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Category: EON Newsletters

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