This report evaluates the impact of the District of Columbia Public Schools' voucher program after its first year and its impact on educational spending. The report examines whether the plan has saved D.C. and its school district any money.
This Education Next article summarizes the Manhattan Institute's original study, An Evaluation of Florida's Program to End Social Promotion, which was released in December 2004. The study examines Florida's program to end social promotion. The authors analyze the test scores of two third-grade cohorts over the period of one year....
The report surveyed charter school authorizers to explore how they rated on factors that the report's authors considered important. The report concludes that authorizers base their decisions to renew on student achievement, that authorizers have become more careful over time in authorizing charters, and that two authorizer types, nonprofits and...
This report reviews studies and accounts of early childhood programs and presents an argument against universal preschool and all-day kindergarten programs. The report concludes that public investment in preschool education programs is unnecessary, and that preschool programs and full-day kindergarten do not have lasting educational effects on children.
This report claims that charter schools in the "Big Eight" urban school districts in Ohio are producing greater achievement gains, increasing revenues in the traditional public schools of these districts, and operating at lower costs.
This report claims that private schools outperform public schools. According to a review by the Think Tank Review Project, the report applied inappropriate models to account for the demographic differences between students.
The report reviewed here finds that private schools in Cleveland are less segregated than the city’s public schools. According to the review, this finding is important, but it says little about whether voucher programs would increase or decrease segregation.
The report reviewed here concludes that Florida's recently instituted policy of test-based retention has helped academically struggling elementary school students improve their reading. According to the review, the report overstates the effect of retention on student achievement.