Smart Charter School Caps

By primarily focusing on quantity, charter school caps do not always address the greater concern of quality. Education Sector Co-director Andrew J. Rotherham offers an innovative solution to managing both the growth and quality of charter schools

Fair Trade: Five Deals to Expand and Improve Charter Schooling

Andrew J. Rotherham offers policymakers five win-win solutions to address the challenges created by charter schools and to help high-quality charters expand

Challenged Index: Why Newsweek's List of America's 100 Best High Schools Doesn't Make the Grade

Some schools on Newsweek's list of America's Top 100 high schools have large achievement gaps, grossly shortchange disadvantaged groups, and have a substantial number of drop-outs

States' Evidence: What It Means to Make 'Adequate Yearly Progress' Under NCLB

States will soon announce the schools or districts that did or did not make "adequate yearly progress," or "AYP" under NCLB. But the question that provides the most insight into a school's performance is not whether a school made AYP, but rather how a school did or did not make AYP

Friends without Benefits: How States Systematically Shortchange Teachers' Retirement and Threaten Their Retirement Security

Americans are often reminded that it's never too soon to start saving for retirement. Many of the nation's public school teachers are doing just that -- buying into their state pension system with plans to retire comfortably. However, this new study estimates that nearly 50 percent of all public school teachers will not qualify for even a minimal pension benefit, and less than 20 percent will stay in the profession long enough to earn a normal retirement benefit.This Joyce-funded report demonstrates the consequences of poorly structured state and city policies that can exacerbate retirement insecurity for our nation's teachers. For example, an individual teacher could forfeit up to 6.5 percent of her annual salary for one year, or, due to compound interest, 22.6 percent of her annual salary after three years according to Bellwether's analysis. To put these penalties in dollar terms, a hypothetical teacher earning $40,000 a year could face a savings penalty of$2,601 for teaching only one year and $9,035 if she left after three years. This money stays with the pension funds and is used to supplement the pensions of the remaining teachers.Tackling the pension system is critical for reducing teacher turnover and retaining the profession's most talented educators. Several policy solutions are offered

Better Benefits: Reforming Teacher Pensions for a Changing Work Force

Explains how defined-benefit pension plans create barriers to attracting, retaining, and distributing effective teachers equitably. Proposes reforms including changing the benefit formula or structure, limiting political pressure, and phasing in changes

A Sum Greater Than the Parts: What States Can Teach Each Other About Charter Schooling

States with a significant charter sector know firsthand that the success or failure of a charter school is not a matter of chance, but subject to variances in state laws and a state's educational, political, and regulatory climate. In this report, Sara Mead and Andrew J. Rotherham draw on the experiences of 12 states, proposing those lessons that are necessary for charter school quality and growth

Achieving Teacher and Principal Excellence: A Guidebook for Donors

Discusses the need to invest in high-quality teachers and principals and the best opportunities for donors to help improve human capital. Profiles current initiatives, proposes strategic priorities, and lists promising ideas requiring financial support

Waiting to Be Won Over: Teachers Speak on the Profession, Unions and Reform

In the national conversation on teacher quality, there is considerable debate about what teachers think and what they want. Too often assumptions guide the discussion rather than actual evidence of teachers' views. In a new report, Education Sector and the FDR Group provide that evidence, detailing findings from a national survey of public school teachers