Washington D.C. Schools

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- The Opportunity Scholarship Program (OSP) was a federally-funded school voucher program established in 2003 to provide vouchers of up to $7,500 for low-income students in Washington D.C. to attend private schools. - Early studies of OSP found no statistically significant impact on student achievement in reading or math test scores overall, though some subgroups saw modest gains in reading. - By 2009, funding to OSP was reduced due to a lack of evidence that the program was improving student outcomes overall. The program was phased out, though students already enrolled could continue with vouchers through high school graduation.

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A leading voice for education leadership, namely principals, the National Association of Secondary School Principals (NASSP) focuses on transforming educational leadership positively impact students. The NASSP offers research-based and peer-tested tools and resources to its members and the academic community. At the same time, it supports student excellence through its National Honor Society, the National Junior Honor Society, National Student Council, and the National Elementary Honor Society. The NASSP spent the latter half of 2021 advocating for both educators and students. In September 2021, administrators around the country faced backlash after instituting regulations regarding wearing masks, quarantines, vaccines, and other health-related protections. In addition to dealing with non-compliant students and their parents, school administrators dealt with threats related to their safety and school and out-and-out hostility from the community. School administrators are in a hard place because they have not created these rules, but these were directives by the Centers for Disease Control and state and local health departments. Even so, they are being treated as if they did. The NASSP immediately activated and called on federal officials to provide these educators with some protection in response to these threats. In early October 2021, the federal government answered the NASSP’s call. The Justice Department announced the Federal Bureau of Investigation's intention to work with federal attorneys and state and local leaders to devise strategies for addressing threats against educators. The NASSP was grateful for the government intervention, noting that being faced with threats and hostility from the community changes the tone of education, making the environment not conducive for learning.

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Because of the pandemic, some parents are concerned about returning their children to school too soon. However, distance possibilities are uncertain throughout California. Some parents were apprehensive about returning their children to in-person teaching after a year of uncertainty and trauma (due to the COVID-19 issue). In a poll of 1,006 public school parents conducted by the National Parents Union in May, slightly over half (56 percent) indicated they would like a choice between in-person and remote learning, with the remainder indicating they are ready to return their children to full-time in-person education. The governor of California, Gavin Newsom, and state lawmakers, both Democrats and Republicans, originally stated that California public schools must return for full-time, in-person study. The necessity for alternative learning techniques, such as independent study and distance learning, arose from the pandemic's social isolation.

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Module Overview: Liberal and Market Models of Higher Education Policy Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities. Higher Education Policy in California The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025. In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment. In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet.

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Roderick Hooks 4 Roderick Hooks EN 106 2/6/2020 Inequality in American Schools Puritans of Massachusetts established the first public school and decided that these schools will get funds from property-tax receipts. Initially, the system of using property tax to fund local school was performing equally. In her article, XXX argues that education is unequal in the United States because students from poor district perform at levels several grades below those from the richer district. This is because of inequality in the money supplies to schools to fund public schools. Public schools are financed by different states depending on their contribution to tax collection. Most of the poor districts contribute low property tax because properties are less valued and only poor people stay in those districts. Because of this, public utilities such as schools lack adequate resources to support learning. The standard measure for economic hardship does not present the magnitude of the learning gap between poorest and richest students. The federal government and education sector in the United States needs to formulate policies that support the implementation of equal acts. Public education became mandatory at the end of the 19th century and the responsibility for educating students was given to states rather than the national government. States gave more money for schools, even for schools that relied on property tax. However, regional disparities that arose due to increased urbanization lead to inequalities in schools. Areas with less valued properties or poor families had less money available for schools. As a result, schools in poor districts had fewer resources to support education. In the early 20th century, states started to provide grants to all districts to ensure equitable funding. Nonetheless, wealthier districts increased property values making the state subsidies to increased, hence, causing more education disparities. Advocates and activists have filed claims to push for equality in the American education system. Most of these efforts failed due to opposition in the Congress, the audience for this essay is to inform the federal government and local government that poor districts where most of the disadvantages students come from need more money to finance their education. States should design a formula that will allow districts to share revenues for education to be more equitable. My argument is that states should give poor district enough money for disadvantaged students to have the ability to perform as wealthier students. Students in wealthier district have access to school psychologists, personal laptops, up-to-date exercise books, and counsellors. High-poverty areas do not access these resources. These areas have more students who need extra help, yet they have fewer tutors, guidance counsellors, and psychologists (Semuels, p1). They also have poorly paid teachers, bigger classes size, and poor facilities. This situation is experie ...

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AN INTERIM REPORT ON A PILOT CREDIT RECOVERY PROGRAM IN A LARGE, SUBURBAN MIDWESTERN HIGH SCHOOL M . SUZANNE FRANCO NiMiSHA H . PATEL Wright State University School policy regarding student failure of courses at the K-12 level generally focuses on grade retendon or social promotion, neither of which addresses the students' needs. Grade retention has never been effective in helping students gain mastery of course objectives. To reduce the numbers of social promotions, many states require 8th graders to earn a passing score on state- mandated standardized tests. If students do not earn the required score, they are not allowed to matriculate to the next grade, regardless of their teacher-assigned course grades (Ezarik, 2003). A relatively unique approach to help students who have failed one or more courses at the high school level is a credit recovery program. Though details of such programs vary from district to district, the one unifying aspect for atiy credit recovery program is the opportunity for students to earn credit for a course failed. The purpose of this paper is to describe a pilot credit recovery program implemented in a large suburban high school in the Midwest. Historical, longitudinal student data revealed that freshmen who fail at least one course are four times more likely to fail to graduate in four years (R. Hankey, personal communi- cation, July, 2009). With this is mind, the school developed a pilot credit recovery program for freshmen who had failed at least one course; online and traditional curricula were provided. The short-term goal was to provide an opportutiity for freshmen to recover credits lost due to failure; the long-term goal was to reduce the dropout rate for freshmen who had failed at least one course, and consequently contribute to a higher graduation rate for the freshman class. This paper presents the results of the first cohort of students who completed the pilot program after their freshman year and who have now completed their second year of high school. Literature Review essary. The financial and social costs stem- ming from high school failure/dropout High School Dropout rates in the United States are enormous. It The focus on educadon has and con- has been esdmated that dropouts cost the tinues to be at the forefront of the American nation billions of dollars annually (Ou & polidcal agenda, and rightfully so. In order Reynolds, 2010). for individuals in the United States to stay The negadve correladons associated viable for career opportunities in the ever- with a lack of a high school diploma are increasing technological world and earn vast. For instance, those who do not earn livable wages, a formal education is nee- a high school diploma are more likely to 15 16/Education Vol. 132 No. 1 experience unemployment and earn a lower annual wage. The annual medium income of a male over the age of 24 without a high school diploma is approximately $27,000, whereas that for a diploma holder .

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