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First, it should be noted that researchers are almost unanimous in their caution about this subject. There are inherent difficulties in the accurate assessment of very young children's learning in the fields of language, cognition, socio-emotional development, and even physical development. Young children's attention spans tend to be short and there are wide, natural variations in children's performance in any given domain and on any given day. Thus, great care is advised for both the design and implementation of such assessments (see here, here, and here for examples). The question of if and how to use these student assessments to determine program or staff effectiveness is even more difficult and controversial (for instance, here and here). Nevertheless, many states are already using various forms of assessment to oversee their preschool investments.

More than a dozen school districts are taking part in a leadership fellowship sponsored by the KIPP (Knowledge is Power Program) charter network, in order to learn how the network trains its school leaders. The KIPP Leadership Design Fellowship, which is funded through a $50 million federal Investing in Innovation grant, has also brought together representatives from charter management organizations and educator training programs.

Three of Connecticut's "Big City" mayors had a commentary piece published in today's CTNewsjunkie.  They should have remembered the quote "It is better to be thought a fool than to open your mouth and remove all doubt" before they put their names on to today's piece entitled "Small Investment, Big Payoff".   (also linked below as well) Unless of course what they are referring to the price whoever wrote this piece paid to get them to sign it. It would be far better to believe that this piece was ghost written by the charter school lobbyists and the mayors didn't read it before they signed it than to think they would ever be so dismissive and insulting to the needs of their constituents.

The NewSchools Venture Fund (NSVF) is a nonprofit organization with ten years of experience in K-12 education. NSVF is an interesting organization for the following reasons: * NSVF invested in a number of management organizations before management organizations were well-known * NSVF is an excellent example of venture philanthropy, or the application of venture capitalism to philanthropic giving * NSVF is an influential organization The purpose of this post is to provide some descriptive information about NSVF grants and changes in spending over time. I am using data pulled from NSVF's IRS 990s between the years 2002 and 2010. I then compiled that information to create a dataset of all NSVF grants

This post is about a for-profit charter management organization, Imagine Schools, and real estate/facilities. I'm using the dataset ImagineSchools posted here. Imagine is one of the largest charter operators in the country. The company currently operates 70-something schools. A common challenge for charter schools is access to facilities. Some districts give charters access to entire schools, some allow district schools and charter schools to operate out of the same building ("co-location"), and some charters secure facilities through non-profit or for-profit organization in the private sector. To the best of my knowledge, Imagine does not have any schools in district facilities. Instead, Imagine either owns the schools through the company's real estate arm, SchoolHouse Finance, LLC, or partners with one of two real estate investment trusts ("REITs"), Entertainment Properties Trust and Inland Public Properties Development. As of right now, EPT owns 27 facilities used by Imagine and IPPD owns seven facilities used by Imagine. To gather financial information I collected data from IRS 990 forms for the years 2008 through 20101. I pulled the following information

According to Wikipedia, cost-benefit analysis "is a systematic process for calculating and comparing benefits and costs of a project, decision or government policy (hereafter, 'project'). CBA has two purposes: 1.To determine if it is a sound investment/decision (justification/feasibility), 2.To provide a basis for comparing projects. It involves comparing the total expected cost of each option against the total expected benefits, to see whether the benefits outweigh the costs, and by how much." I believe that it would be prudent to apply this process to the current accountability movement now being administered in public education, primarily in the form of testing mandates such as No Child Left Behind and Race To The Top.

How much is a good school system worth? The Virginia Beach, Va., school district believes its own system is worth about $1.53 for every $1 spent from the 70,000-student district's operating fund.

Darling-Hammond zeroes in on how new federal programs - the proposed Elementary and Secondary Education Act and Race to the Top guidelines - deal with schools in the bottom 5%. Federal policy now formally redlines these schools, she concludes, just as banks have used a red line on a map to exclude some poor and minority communities from any kind of investment, mortgage or commercial loan.

Say Yes to Education, Inc. announced today announced that The Wallace Foundation has committed to investing more than $4.2 million in Say Yes over the next three years to support the implementation of Say Yes Syracuse and support the development of tools that share lessons learned from Say Yes' City-Wide Turnaround Strategy.

Who speaks for public education? Policy-makers, who set change in motion with mandates and incentives designed to get them re-elected? School leaders, who find themselves administering policy "solutions" that actually get in the way of what leaders believe is best for the school community they're leading? Teachers, whose autonomy, professional judgment and organizations are denigrated daily? Parents, who are deeply invested in educational outcomes, but seldom asked for their perspectives on core issues of teaching, learning and decision-making? Or --do we get our impressions about public schools from the media?

A new report, commissioned by the District of Columbia Mayor Vincent Gray and conducted by the Chicago-based consulting organization IFF, was supposed to provide guidance on how the District might act and invest strategically in school improvement, including optimizing the distribution of students across schools, many of which are either over- or under-enrolled. Needless to say, this is a monumental task. Not only does it entail the identification of high- and low-performing schools, but plans for improving them as well. Even the most rigorous efforts to achieve these goals, especially in a large city like D.C., would be to some degree speculative and error-prone. This is not a rigorous effort. IFF's final report is polished and attractive, with lovely maps and color-coded tables presenting a lot of summary statistics. But there's no emperor underneath those clothes. The report's data and analysis are so deeply flawed that its (rather non-specific) recommendations should not be taken seriously.

Despite ample evidence, we still fail to heed the lessons of what works in the world's top-performing school systems-an investment in teachers; a rich and robust curriculum; and wraparound services such as counseling, after-school programs and tutoring to counter factors outside the classroom, like poverty, that affect student performance.

Speaking on a panel at a gathering for the Economic Club of Chicago, Brizard said he supported public dollars being invested in scholarships for students at private and parochial schools. Brizard spoke on the panel with Michael Milkie, CEO of the Noble Network of Charter Schools, and Sister Mary Paul McCaughey, superintendent of the Archdiocese of Chicago Catholic Schools.

A number of prominent foundations have supported the charitable wings of national education advocacy groups. The engagement of philanthropies in policy advocacy is a relatively recent phenomenon that roughly parallels such education groups' expansion over the past decade. This list details three foundations' investments; it is not a comprehensive list of all private foundation contributions, nor does it include local, public, or community charities' contributions.

What I think these two instances have in common is that in both cases I responded to the challenge to solve a problem that for whatever reasons caught and held my interest. I could not have solved the problems without the "skills," but I never invested in learning the skills until I was captivated by the problems.

"...In a recent report on Democracy Now, Juan Gonzalez turned up an obscure tax credit that was passed by Congress at the end of the Clinton administration in 2000, called a New Markets tax credit. It provides an enormous federal tax credit to banks and equity funds that invest in community projects in underserved communities. The credit has been heavily used in recent years for charter schools..."

The Walton Family Foundation will invest $49.5 million in the national Teach For America over three years, according to a release from the Bentonville, Ark.-based nonprofit organization.

Connecting teachers to their students-and vice versa-remains one of the thorniest problems for state longitudinal data systems, both technically and politically, and more states and districts seem to be trying to get teachers invested in the process.

At the onset of the 2010-11 school year, 39 new charter schools opened their doors in the Buckeye State. These new schools bring the total number of charters in Ohio to just over 350.  They collectively serve more than 100,000 students. No doubt some of these new schools are bringing quality education to children who need it and providing a strong return on investment for the state.  But also among the new schools are seven operated by EdisonLearning and authorized by the Education Resource Consultants of Ohio (ERCO).

For all the talk about balancing the budget for the sake of our children, keeping classrooms closed is a perverse way of giving them a brighter future. What's needed is more time in classrooms, not less. Our school calendar, with its six-and-a-half-hour day and 180-day year, was designed for yesterday's farm economy, not today's high-tech one.  While many middle-class families now invest in tutoring and extra learning time, less-privileged children are left on the sidelines, which only widens gaps in achievement and opportunity.