TIME.com -- TFA’s 20th birthday seems like as good a time as any to unpack the misconceptions put forward by its critics (and by some of its proponents). Here are five of the most common.
How much does the difference in charter school funding between states matter to high-performing charter schools? In this analysis Chris Lozier and Andrew J. Rotherham use actual financial data from a California charter management organization to estimate how the network's finances would be affected if it operated in different states. The analysis looks at funding in more than 20 states to examine how much the variance works in practice.
TIME.com -- For a deeper look at what educators might be able to learn from pro football, I talked with Tim Daly, a leading education reformer and president of the New Teacher Project, which trains teachers and conducts research and policy analysis, and his brother Brendan Daly, a former teacher who coaches the defensive line for the St. Louis Rams.
TIME.com -- All the new governors (29), state education chiefs (18 new ones elected or appointed since November), and state legislators (nearly 1,600) mean things are more fluid in the states, where teacher tenure is becoming a major flashpoint.
TIME.com -- Once you cut through the blather on cable news, there is a real, if much less discussed, problem in that public schools are skittish about teaching much about religion.
Kim Smith, educational entrepreneur, investor, and thought-leader, has agreed to share her perspective on the landscape and opportunities in edcuational investment. Kim is co-founder of Bellwether Education Partners, a non-profit organization working to improve educational outcomes for low-income students.
TIME.com -- I spoke with the Hall of Famer turned school board member about his sympathy for parents who opt out of traditional public schools, why he never went to college and what qualifies him to help bring education reform to inner-city students.
By Sara Mead, Anand Vaishnav, William Porter, and Andrew J. Rotherham
The 2009 American Recovery and Reinvestment Act provided more than $100 billion in one-time funds for education—funds designated not just to patch holes in state and local budgets, but also to advance education reform. Based on data and interviews with organizations that worked with states and districts to help them make good use of ARRA funds, this paper identifies key themes and challenges in states' and districts' efforts to use ARRA to support reform, as well as implications for education policy and practice going forward.
