Education Models

1
Educational Models

• Public Policy Analysis
• Vouchers in Washington D.C.
• Shelley Jensen

2
Student Outcomes

• What is the optimal social benefit?
• Improved outcomes for students
• Often measured by reading and math scores on
  state mandated tests
• Market models attempt to quantify this outcome
  and apply business strategies to improve outcomes.

3
Response to Intervention (RTI)
4
A Different Model
5
A Different Model

• Most difficult to educate
• Identified learning disabilities
• Low functioning
• Require special accommodations
• Emotional disabilities
• Most expensive to educate

6
A Different Model

• Most difficult to educate
• Identified learning disabilities
• Low functioning
• Require special accommodations
• Emotional disabilities
• Most expensive to educate

7
Inputs and Outputs Model

• Some schools are deluxe
• Some schools are deteriorated
• Low SES is correlated with low performance
• Voucher schemes claim to solve this problem by
  equalizing the playing field, allowing poor
  parents to educate their children at elite
  private schools

8
Different inputs

• U.S. News World Report 1 of Top 100,
• Thomas Jefferson High School for Science and
  Technology
• FAIRFAX COUNTY PUBLIC SCHOOLS SCHOOL DISTRICT,
  FAIRFAX COUNTY
• http//www.usnews.com/listings/high-schools/virgin
  ia/thomas_jefferson_high_school_for_science_and_te
  chnology

Scholastic Magazine describes Corridor of
Shame Student photographers in South Carolina
and Baltimore documented deplorable conditions in
their schools, from exposed electrical wires to
creeping mold. But will anyone take
notice? http//www2.scholastic.com/browse/article
.jsp?id7535
9
Different inputs
Corridor of Shame Student photographers in South
Carolina and Baltimore documented deplorable
conditions in their schools, from exposed
electrical wires to creeping mold. But will
anyone take notice? http//www2.scholastic.com/br
owse/article.jsp?id7535

• Thomas Jefferson High School for Science and
  Technology (Top 100, 1)
• FAIRFAX COUNTY PUBLIC SCHOOLS SCHOOL DISTRICT,
  FAIRFAX COUNTY
• http//www.usnews.com/listings/high-schools/virgin
  ia/thomas_jefferson_high_school_for_science_and_te
  chnology

10
Different inputs Different outcomes

11
Family Supports

12
Death Spiral

• In the death spiral model described for health
  insurance, certain individuals self-select out of
  the pool because they are more healthy, leaving
  behind the group of less healthy individuals who
  cost more money, which forces up the premium
  price, causing more people to leave the pool
• In the school death spiral, the weak school
  becomes weaker as the most expensive to educate
  children stay in the public schools
• Rarely does the school close

13
How Vouchers Create Death Spiral

• Public School
• A free public education for all
• ADA requires needs be met no matter the cost

• Private School (Voucher)
• Can be selective
• Can exclude most difficult and expensive to
  educate

14
How Vouchers Create Death Spiral

• Public School
• A free public education for all
• ADA requires needs be met no matter the cost

• Private School (Voucher)
• For profit / religious agenda
• Can exclude most difficult and expensive to
  educate
• Can require parental involvement

15
Family Supports

16
Different Outputs

• In a district level study of urban schools
  belonging to the Council of Great City Schools
  (2001), the results of the Stanford Achievement
  Test indicated that the greater the concentration
  of poverty in the school districts, the lower the
  student achievement.
• Thomas and Stockton. Socioeconomic Status, Race,
  Gender, Retention Impact on Student
  Achievement www.usca.edu/essays/vol72003/stockton.
  pdf
• The results show a strong correlation in Georgia
  between student achievement and SES. One
  explanation for this high correlation may be the
  Matthew Effect (Wahlberg Tsai, 1983). Its the
  notion that the poor get poorer and the rich get
  richer. Specifically, when examining the link
  between SES and reading and math CRCT scores, it
  means that students who are financially
  disadvantaged begin with less resources and
  social capital, thereby achieving low scores on
  statewide assessments. These same students are
  at a higher risk of being retained and/or
  dropping out, perpetuating their low SES status.
  Meanwhile, students who score well on these tests
  may already have greater resources, perpetuating
  their high-achieving and high-SES status.
• Why Cant Poor Kids Learn? Socioeconomic Status
  and Student Achievement
• Tom McKlin
• The Findings Group
•  
• Jade Caines
• Emory University
•  
• A Paper Presented at the American Evaluation
  Association Annual Conference
• Denver, Colorado
• Saturday, November 8, 2008

17
References

• Lehigh University, University of Pittsburgh, the
  Pennsylvania Training and Technical Assistance
  Network funded by the U.S. Department of
  Education, Office of Special Education Programs
  http//www.lehigh.edu/education/mp3/rti/rti.htm
• Photo credit Taken at Dennis Intermediate School
  in Lee County, which is in the Corridor of Shame
  http//images.google.com/imgres?imgurlhttp//farm
  4.static.flickr.com/3130/3223884175_eca434f854.jpg
  imgrefurlhttp//www.flickr.com/photos/igitursum/
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  __zZ_WQum1itbs1tbnidH-ZrdhCzYKYFhMtbnh98
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  26hl3Den26rlz3D1C1GGLS_enUS338US33826sa3DN26
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