Innovations in technology hold great promise for application in education, and yet new educational technologies have yet to fundamentally advance student outcomes in K-12. In this policy memo, authors Aaron Chatterji and Benjamin Jones argue that the lack of rigorous evaluation currently available for educational technology tools must be addressed and articulate general principles that should guide the evaluation of educational technology. These evaluations have the promise to fill in critical information gaps and leverage the potential of new technologies to improve learning. They also present a case study of a new platform, EDUSTAR, conceived by the authors and implemented with a national nonprofit organization.
Title I of the Elementary and Secondary Education Act distributes over $14 billion in federal funds to school districts to help disadvantaged students. Over its 50-year history, the aid formulas have become more complex, and the perceived restrictions on permissible uses of the funds have limited the ways that schools use the additional resources. The program is widely perceived as funding ineffective practices at the local level, and spreading federal funds too thinly. Gordon proposes reforms to make the Title I formula more transparent, streamlined and progressive by distributing additional resources to the neediest areas. In addition, she suggests improvements in federal guidance and fiscal compliance outreach efforts so that local districts understand the flexibility they have to spend the resources effectively.
Improving the educational outcomes of economically disadvantaged children is a policy priority in the United States, and yet relatively little progress has been made in recent decades. To address this issue, Roseanna Ander, Jonathan Guryan and Jens Ludwig propose scaling up a daily, individualized tutorial program that would allow students who have fallen behind grade level in math to reengage with regular classroom instruction, likely increasing their chances of graduating high school and achieving the many long-term economic benefits that go along with academic success.
There are many factors at work in determining educational outcomes; some of these are more easily addressed by policy reforms than others, and not all can be addressed directly within the K–12 education system. To illustrate the payoffs from increasing educational attainment, the challenges faced by our nation’s K–12 schools, and the promise of targeted childhood interventions, The Hamilton Project offers the following fourteen facts on education and economic opportunity.
Allowing charter schools to operate is a policy lever that can encourage innovation and improvement in the education sector through competition. Yet, for charter schools to encourage school choice and competition, students must have reasonable access to them. This Hamilton Project economic analysis examines the variation in charter school access and enrollment by state, both over time and across student characteristics.
There has been tremendous focus in recent years on the plight of the typical American worker. In this economic analysis, The Hamilton Project takes a careful look at the data to examine what has been happening to America’s workers since 1990, paying particular interest to differences across workers with different levels of education. In addition, an accompanying interactive feature allows users to further explore these eight profiles by comparing employment, occupational, and earnings patterns between 1990 and 2013.