Posts Tagged :

Accountability

At the Wheel of Idaho’s Public Charter School Program

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by Terry Ryan & Roger Quarles This post originally appeared on the Thomas B. Fordham Institute Flypaper Blog A willfully one-sided and misguided “study” emerged the other day from something that calls itself the “Network for Public Education” that purports to show that the federal government has wasted a lot of money trying to expand and improve America’s public charter…

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Idaho Policy Institute Awarded Contract to Evaluate Public Charter Schools

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by Cienna Madrid Boise State University’s Idaho Policy Institute (IPI), housed within the School of Public Service, was awarded $212,229 to serve as an independent, third-party evaluator for the Idaho Communities of Excellence program, a charter school education organization funded by a federal charter schools program grant. The five-year grant was awarded by Bluum, a non-profit organization committed to expanding…

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Defining Quality Deserves More Thought Than A Graduation Rate

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Idaho’s State Board of Education President Don Soltman shared some data on graduation rates that triggered angst among educators and policy leaders. Recent figures from the 2013-14 school year showed Idaho ranked 41st in the nation with a graduation rate of just 77.3 percent. Stoltman presented this information along with especially troubling details that virtual charter schools and alternative schools graduated a drastically lower percentage, 20 percent and 36 percent respectively.

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“Charters Under Threat” A Panel Discussion

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Bluum hosted a panel of national experts on charter public schools to discuss the recent challenges to the charter sector and offer advice to Idaho’s school leaders and policymakers. Panelists explained the four-year journey for a bipartisan coalition in Washington that succeeded in passing charter school legislation.

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What is MESH and What Might it Mean for School Accountability?

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In my life before Idaho I helped to lead an evaluation of a school-based youth program in Chicago that focused on some of that city’s most at-risk students. The program’s counselors taught a curriculum that focused on teaching values and skills that would help students stay out of trouble and excel in school. The evaluation team found that the program worked—students in it were less likely to be involved in criminal activity and did much better in school.

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