John Chubb Testimony
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Report to the Texas Joint Select Committee on Public School Finance
Report to the Texas Joint Select Committee on Public School Finance Prepared by: Koret Task Force on K-12 Education Hoover Institution Stanford University February 2004 Foreword In December 2003, at the invitation of Governor Rick Perry, along with Representative Kent Grusendorf and Senator Florence Shapiro, co-chairs of the Joint Select Committee on School Finance of the Texas Legislature, the Hoover Institution’s Koret Task Force on K–12 Education agreed to draft policy memoranda in answer to key education issues facing Texas policymakers in 2004. Since convening in 1999 under the auspices of the Hoover Institution’s Initiative on American Public Education and with the support of Tad Taube and the Koret Foundation, the Koret Task Force has contributed to the national debate on American education through research and scholarly writing. Now, spurred by the invitation from Texas leaders and inspired by the commitment of Texas lawmakers to improve public education in the state, the Koret Task Force, is pleased to add another dimension to its education reform efforts: concrete policy advice that draws upon its expertise and national experience but focuses specifically on the education challenges of a single state. The results that follow, in the form of ten memoranda from Task Force members, were inspired by the Texas leadership and join together the Task Force’s research and analysis with the policy acuity of public officials bent on effecting real and constructive change in their state’s education system, represent a standard for other states to emulate. With the submission of these memoranda, the Koret Task Force wishes to thank the Governor and the co-chairs of the Joint Select Committee on School Finance for their invitation. -
Courting Failure Hhancf Fm Mp 5 Rev1 Page V
Hoover Press : Hanushek/Courting Failure hhancf fm Mp_5 rev1 page v contents Introduction xiii Eric A. Hanushek 1. Campaign for Fiscal Equity v. New York: The March of Folly 1 Sol Stern 2. The Legal Backdrop to Adequacy 33 Alfred A. Lindseth 3. High-Poverty, High-Performance Schools, Districts, and States 79 Herbert J. Walberg 4. High-Spending, Low-Performing School Districts 103 Williamson M. Evers and Paul Clopton 5. Thorough and Efficient Private and Public Schools 195 Paul E. Peterson 6. How Can Anyone Say What’s Adequate If Nobody Knows How Money Is Spent Now? 235 Marguerite Roza and Paul T. Hill 7. Science Violated: Spending Projections and the “Costing Out” of an Adequate Education 257 Eric A. Hanushek 8. Adequacy beyond Dollars: The Productive Use of School Time 313 E. D. Hirsch Jr. 9. Funding for Performance 329 A Policy Statement of the Koret Task Force Index 357 Hoover Press : Hanushek/Courting Failure hhancf fm Mp_7 rev1 page vii contributors Members of the Koret Task Force on K–12 Education Williamson M. Evers, a research fellow at the Hoover Institu- tion, is an elected trustee of the Santa Clara County (California) Board of Education. He served in Iraq as a senior adviser on education to Ambassador Paul Bremer of the Coalition Provi- sional Authority in 2003. Evers is a member of the White House Commission on Presidential Scholars and was a member of the National Educational Research Policy and Priorities Board in 2001–2002 and a member of the Mathematics and Science Sci- entific Review Panel at the U.S. -
Camilla Benbow
Short Biographies of Conference Participants Dale Ballou Dale Ballou is an associate professor of public policy and education in the Department of Leadership, Policy, and Organizations at Vanderbilt University’s Peabody College, and associate director of the National Center on Performance Incentives. Professor Ballou's recent research focuses on educational assessment and accountability systems. He has been a participant in professional conferences on accountability and assessment at Harvard University, the RAND Corporation, and the University of Maryland, and has served as a consultant to research organizations and practitioners in Pennsylvania, Houston, Los Angeles, Ohio, and Louisiana. Professor Ballou’s work with William Sanders and Paul Wright of the SAS Institute appeared in a special 2004 issue of the Journal of Educational and Behavioral Statistics devoted to value-added assessment. From 1989 to 2002, Professor Ballou taught in the Department of Economics at the University of Massachusetts Amherst. He joined the faculty at Peabody College in 2002. He has done extensive research on the role of regulations and incentives in the training, recruitment, and retention of teachers, and his book, Teacher Pay and Teacher Quality (with M.J. Podgursky; W.E. Upjohn Institute) is among the most frequently cited work on teacher-related policies. Professor Ballou holds an A.B. from Stanford University and a Ph.D. in economics from Yale University. Camilla P. Benbow Camilla Persson Benbow is the Patricia and Rodes Hart Dean of Education and Human Development at Vanderbilt University's Peabody College, a position she has held since 1998. An educational psychologist, Dean Benbow has focused her scholarly work on gifted education and the development of mathematical talent. -
EXCELLENCE in ACTION 1 V' \ H'l [Ikkb' T > I'mm' VMVI,'1! Hi 'V^I'l I •' /'J M'lim If T
EXCELLENCE IN ACTION 1 v' \ H'l [IKKb' t > i'MM' VMVI,'1! hi 'V^i'L i •' /'J M'liM if T ;Y •it "*-• sSF '*• » ANATIONAL SUMMIT ON EDUCATION REFORM, OCTOBER 8-9,2009, WASHINGTON D.C. **'; PRESENTED BY THE FOUNDATION FOR EXCELLENCE IN EDUCATION W- Foundation for W^m Excellence in Education On behalf of the Foundation for Excellence in Education, thank you for joining Excellence in Action, a national movement to transform education in America. In the increasingly competitive global marketplace, America is no long guaranteed its preeminence in the world economy. Countries that most U.S. students couldn't find on a map are entering the race for capital investment and the high wage jobs that are created by it. Under this new paradigm, the path to prosperity will be forged with a combination of knowledge and hard work. Still, I believe our best years as a country are ahead of us. The cure for crippling disease, the technological breakthrough of the 21st century and, as yet, unimaginable innovations in energy, economics, even entertainment - all of these discoveries rest with the potential of students in classrooms across our great nation. Their success relies on the quality of education in schools today. The challenge before us is great. We must fix the institutional infrastructure that caused decades of decline in student achievement. That means higher expectations for students and more rigorous academic standards, annual testing to ensure students stay on course to graduate ready for college or the world workplace, an accountability system based on data that gives empirical evidence that kids are learning and a more effective corps of teaching professionals to lead us into the age of excellence. -
October 30-31, 2015 Lewis Library 120
THE MOYNIHAN REPORT AT 50: REFLECTIONS, REALITIES, AND PROSPECTS A Public Conference Presented by The James Madison Program in American Ideals and Institutions, Princeton University Cosponsored by The Austin Institute for the Study of Family and Culture October 30-31, 2015 Lewis Library 120 THE MOYNIHAN REPORT AT 50: REFLECTIONS, REALITIES, AND PROSPECTS October 30-31, 2015 Lewis Library 120 Princeton University A Public Conference Presented by The James Madison Program in American Ideals and Institutions, Princeton University Cosponsored by The Austin Institute for the Study of Family and Culture The Moynihan Report at 50 promises to be a robust dialogue among scholars across disciplines and political perspectives as they reflect on Senator Daniel Patrick Moynihan’s 1965 report on the state of the African-American family in the United States. A scholar of both policy and social science, the New York senator explored the structural and cultural pathologies that haunted African American families, and in so doing drew the ire of critics. His report and its frank assessments remain controversial 50 years later. Was Moynihan prescient? Are the challenges facing the African- American family and, more generally, the American family, more or less grave today than they were in 1965? Princeton University’s James Madison Program in American Ideals and Institutions will host leading scholars of race, poverty, inequality, criminal justice, religion, marriage, and family for a searching look at the report and its conclusions in light of 50 additional years of social and political observations. The conference will feature a keynote address by Orlando Patterson, John Cowles Professor of Sociology at Harvard University, as well as interdisciplinary panel discussions of scholars and policy experts. -
Yale School of Management Education Leadership Conference 2013
Yale School of Management Education Leadership Conference 2013 Table of Contents Agenda . pg . 2–3 Overview and Map . pg . 4–5 Yale SOM Education Club Perspective .. pg . 6–7 Thursday Night Events . pg . 9, 11 Friday Morning Keynote . pg . 12 Networking Expo and Design Studio . pg . 14–16 Session 1 Panels . pg . 18–23 Session 2 Panels . pg . 25–30 Education Business Plan Competition . .. pg . 32–33 Session 3 Panels . pg . 35–39 Conference Team and Sponsors . pg . 41–43 About the Yale School of Management Education Club The Yale School of Management (som) Education Club’s purpose is to drive Yale som to become the premier place for top talent who want to work in education management. Yale som is unique among premier business schools in our strong network of social sec- tor-minded and, specifically, education reform-focused students and alumni, in addition to our wide array of academic and extra-curricular offerings in the education sector. Our Education Club leads and coordinates these efforts, with the Education Leadership Con- ference serving as our marquee event each year. Through Yale som’s integrated curricu- lum and strong education sector opportunities, we believe that Yale som mbas possess the high-level skills and passion to serve as leaders in driving transformational change in education. The Education Club achieves our purpose through a multi-pronged approach: 1 Provide sector-specific professional development for students, including through direct involvement with education organizations 2 Build a community of people interested