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Detroit Public Schools expects to shed nearly 40 percent of its teachers in the next four years to help close a $327 million deficit, yet projects a loss of just 6,000 students under a state-approved fiscal blueprint. The district would cut more than 1,500 teachers by fall 2015, according to a deficit-elimination plan obtained by The Detroit News. Most of the reduction - nearly 1,100 teachers - would occur next fall as DPS moves some of its weakest schools into a statewide recovery system, the Education Achievement Authority.

Do charter schools draw good teachers from traditional, mainstream public schools? Using an eleven‐year panel of North Carolina public school teachers, the author finds nuanced patterns of teacher quality flowing into charter schools. High rates of inexperienced and unlicensed teachers moved to charter schools, but among regularly licensed teachers changing schools, charter movers had higher licensure test scores than other moving teachers, and they were more likely to be highly experienced. I estimate measures of value added for a subset of elementary teachers and show that charter movers were less effective than other mobile teachers and colleagues within their sending schools, by 3 to 4 percent of a student‐level standard deviation in achievement.

New York State United Teachers has filed suit against the Board of Regents and State Education Commissioner John King, declaring regulations adopted last month violate state law and exceed the Regents' authority, including a regulation that allows school districts to double the weight of state standardized test scores in teacher evaluations.

This paper contributes importantly to the growing literature on the training of special education teachers and how it translates into classroom practice and student achievement. The authors examine the impact of pre-service preparation and in-service formal and informal training on the ability of teachers to promote academic achievement among students with disabilities. Using student-level longitudinal data from Florida over a five-year span the authors estimate value-added models of student achievement. There is little support for the efficacy of in-service professional development courses focusing on special education. However, teachers with advanced degrees are more effective in boosting the math achievement of students with disabilities than are those with only a baccalaureate degree. Also pre-service preparation in special education has statistically significant and quantitatively substantial effects on the ability of teachers of special education courses to promote gains in achievement for students with disabilities, especially in reading. Certification in special education, an undergraduate major in special education, and the amount of special education coursework in college are all positively correlated with the performance of teachers in special education reading courses.

Paul Tough, author of one of my favorite books about education (Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America), recently published two important essays on education reform. Tough usually writes for general audiences, transforming dry, wonky policyspeak into page-turners filled with rich characters. This time, Tough took a break from writing his upcoming book The Success Equation to pour some cold water on the overheated heads of education reformers.

"Today, Fordham released our latest, "Charting a New Course to Retirement: How Charter Schools Handle Teacher Pensions." Authors Amanda Olberg and Michael Podgursky explain the report's findings here."

Almost two years ago, a report on New York City charter schools rocked the education policy world. It was written by Hoover Institution scholar Caroline Hoxby with co-authors Sonali Murarka and Jenny Kang.

In an article in this week's New York Times Magazine, author Paul Tough notifies supporters of market-based reform that they cannot simply dismiss the "no excuses" maxim when it is convenient. He cites two recent examples of charter schools (the Bruce Randolph School in Denver, CO, and the Urban Prep Academy in Chicago) that were criticized for their low overall performance. Both schools have been defended publicly by "pro-reform" types (the former by Jonathan Alter; the latter by the school's founder, Tim King), arguing that comparisons of school performance must be valid - that is, the schools' test scores must be compared with those of similar neighborhood schools.

Law officers and lawmakers in some states want schools to help spot illegal immigrants. Federal authorities remind school officials that every child is entitled to an education. National education groups echo that but recommend that schools avoid getting involved when it comes to students' citizenship issues.

"Policy makers and business leaders often point to our K-16 education system as the cause of our economic ills. The oft-heard refrain is that a reformed system of education will lead America into economic health during this age of global economic competition. The author questions this great faith in the transformative power of education given the realities facing youngsters today. Growing income inequality, unaffordable higher education, and paltry growth in jobs that pay a living wage conspire to rob education of its promise for too many of today's children."

He believes, for example, that children in Camden and other cities should be taken out of public schools - "the equivalent of juvenile prison." "We have to change the environment they're in, and put them in a private, parochial, or charter environment," says Norcross. Groups he controls are likely soon to open charter schools in Camden, including one on land now owned by the state's School Development Authority and set aside for a public school: It's good to be a pal of the governor.

At the schools I was most involved with we attribute a lot of our success not to our brilliant teaching, staff skill, etc., etc. (all of which I vouch for), but to what parents and families offered us in support of their youngsters. It was as true for 5-year-olds as 15-year-olds. Maybe, in fact, it's more important in high school when young people are testing authority at home and at school-and must do so as they grow into their own adulthood. If parents and schools are sending mixed, and even outright hostile, messages about each other, it isn't helpful to most kids. And while teenagers may claim to want teachers and parents to get out of their way, they need them more than ever. But they need them in different ways.

Taxpayers might soon be able to see how private management companies spend the millions they receive from the public to operate public charter schools and how much they profit. A Franklin County judge ruled that White Hat Management Co.-the for-profit firm of Akron businessman and GOP donor David L. Brennan-is a public official when acting as an authorized representative of a public charter school.

The Wisconsin Senate approved a measure Tuesday that would freeze the expansion of school vouchers and grant the Legislature the power to decide which schools or districts should qualify. The bill would limit voucher participation to school districts already in the program on the day the measure takes effect. Any school districts who want to get in after that would need separate legislation. The bill's author, Senate President Mike Ellis, R-Neenah, said the proposal would give the Legislature more say and flexibility on voucher expansion than the one-size-fits-all criteria laid out in current law.

Charter schools are largely viewed as a major innovation in the public school landscape, as they receive more independence from state laws and regulations than do traditional public schools, and are therefore more able to experiment with alternative curricula, pedagogical methods, and different ways of hiring and training teachers. Unlike traditional public schools, charters may be shut down by their authorizers for poor performance. But how is charter school performance measured? What are the effects of charter schools on student achievement?

Gov. Andrew M. Cuomo and other state authorities are pushing a plan to evaluate all kindergartners as they enter school, to determine their readiness for the classroom. The proposed new requirement, which would take effect in the 2014-15 school year, aims in part at helping the state win an estimated $100 million in grants offered by the Obama administration to upgrade early-childhood education.

This week a critically important new report was jointly released by the National Education Association and Campaign for America's Future. It was written by our own Jeff Bryant, who isalso  a Fellow at the Campaign for America's Future, and who led a panel (on which I participated) at that organization's recent Take Back the American Dream Conference.  Jeff's most recent post here, If We Want 'Great Teachers,' Don't We Need To Give Them Jobs?, refers to the report he authored.

When the Thomas B. Fordham Institute talks, people in the education policy community listen. The right-of-center think tank's staff includes some of the most well-known names in the education community, including Checker Finn, who has authored more than 40 books on education reform over the past two decades. A few weeks ago, Fordham released a report that claimed that the nation's efforts to close achievement gaps might be coming at the expense of our "talented tenth." Those are students who score in the top 10 percent on standardized tests. And again folks listened.

Over just the past decade, online learning at the K-12 level has grown from a novelty to a movement. Often using the authority and mechanism of state charters, and in league with home schoolers and other allies, private companies and some state entities are now providing full-time online schooling to a rapidly increasing number of students in the U.S. Yet little or no research is available on the outcomes of such full-time virtual schooling. The rapid growth of virtual schooling raises several immediate, critical questions for legislators regarding matters such as cost, funding, and quality. This policy brief offers recommendations in these and other areas, and the accompanying legal brief offers legislative language to implement the recommendations.

New York Times and Wall Street Journal best-selling author Daniel Pink discusses motivation and how it relates to student education experiences. Pink, hosted by The Patterson Foundation, presented this topic to an audience of more than 200 in Sarasota, FL.