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3DHS / School Choice . . . Works
« on: February 26, 2007, 06:40:41 PM »
Excerpts from "Experimenting With School Choice", by Lisa Snell and Shikha Dalmia, about the California school districts of Oakland and Compton:
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Whole article at Reason Online.
In short, the two districts have similar student bodies, similar challenges, and—until now—a similar history of failure. But Oakland is beginning to break away from this history, and the reason is the weighted-student-formula program it embraced some years ago and fully implemented last year. Under this program, kids are not required to attend their neighborhood school, especially if it is failing. Rather, they can pick any regular public or charter school in their district and take their education dollars with them; more students therefore means more revenues for schools. Furthermore, as the name suggests, the revenues are "weighted" based on the difficulty of educating each student, with low-income and special-needs kids commanding more money than smart, well-to-do ones. Schools have to compete for funding, but the upside is that they have total control over it. Compton has stuck to a completely different approach that does not involve empowering parents—or decentralizing control to schools. Instead, it has tried to fix its failing schools by mandating "classroom inputs." To this end, all Compton schools over the last few years have been ordered to reduce class size by 12 percent, improve teachers' credentials, adopt a tougher curriculum, and even clean up bathrooms. |
Similarly, Oakland's score on the state's Academic Performance Index—a numeric grade that California assigns to its schools based on the performance of their students on standardized tests—went up by 19 points. Compton, in contrast, gained only 13 points. Yet even this overstates Compton's performance, because almost all of its gains came at the elementary level, where students are not so intractable. Compton's middle schools lost an average of 6 points, while Oakland's gained an average of 16 points. Meanwhile, half of Compton's high schools lost points on the API score—including Compton High, where now fewer than 6 percent of males are proficient in reading, and fewer than 1 percent in algebra. Conversely, Oakland high schools gained, on average, 30 points. Even Oakland's economically disadvantaged and limited-English students have shown major improvements. In 2006, its economically disadvantaged students gained 60 percent more on the performance index than Compton's, and its English-language learners gained 120 percent more. |