all vouchers all the time

Today in school vouchers: One Supreme Court case and two new studies you should know about

Monday was a busy news day for school vouchers.

First, two big studies on statewide voucher programs in Indiana and Louisiana dropped. The results provide ammunition for both sides on the long-running debate. More on that in moment.

Then, later that morning, the Supreme Court handed down a major decision regarding whether public funds can go to religious institutions. This won’t have immediate implications for voucher programs, but it may down the line.

Here’s what you need to know.

New research on vouchers necessitates more research

First, the new studies. One comes from Indiana, and examines the first four years of the largest voucher program in the country. Chalkbeat obtained the study and planned to publish it, leading to a wider release by the authors.

Soon after, a study on Louisiana’s voucher initiative also came out.

The studies point to similar results: Vouchers have some negative impacts on student achievement in early years, improving over time for those who remain in the program.

In Indiana, students who stayed in private school for four years at first fell behind public school students, but eventually caught up in math and seemed to score higher in English.

In Louisiana, students who took a voucher were basically on par with public school kids in math and language arts after three years, though they lagged behind in social studies. Crucially, when the researchers included a sample of younger students, the results turned decisively negative, suggesting the program was still reducing achievement for many kids.

The studies add to a body of evidence that private school choice programs improve over time and tend look better in reading than in math.

Advocates pounced on the results, prompting dueling statements from the American Federation of Teachers and EdChoice, a pro-voucher group. (EdChoice is a supporter of Chalkbeat.)

In other words: Research can inform — but won’t end — the debate on school choice. Meanwhile, researchers recommend more research.

States might not be able to constitutionally bar vouchers

More news that is in the eye of the beholder: In the case of Trinity Lutheran v. Comer, the nation’s highest court ruled that Missouri could not prohibit a church from participating in a program that provided public resources to refurbish playgrounds.

Why does that matter for school choice? Because Missouri, like many states, has what’s known as a Blaine Amendment in its state constitution, barring religious organizations from getting public money. In some states that has been interpreted to include religious schools participating in a voucher program.

The implications of the decision are not yet clear, though.

Although the court’s ruling was narrow and applied to the specific Missouri program, the logic of the decision suggests that Blaine Amendments may violate the federal constitution — meaning in a future case, the court might say that states can’t stop religious schools from getting money under a voucher program.

On the other hand, nothing in the decision suggests the Supreme Court would or could require any state to adopt a choice program. Moreover, advocates have already created workarounds in the form of tax credit programs that, like vouchers, redirect tax dollars to private, often religious schools — without the money ever entering government coffers.

State courts have generally ruled this approach permissible. In fact, just Monday (yes, more news) a Georgia court rejected a constitutional challenge to the state’s tax credit program. About half of all states already have some form of publicly funded private school choice program.

Once again, individuals and groups on both sides of the issue weighed in — including the U.S. Department of Education.

“This decision marks a great day for the Constitution and sends a clear message that religious discrimination in any form cannot be tolerated in a society that values the First Amendment,” Education Secretary Betsy DeVos said. “We should all celebrate the fact that programs designed to help students will no longer be discriminated against by the government based solely on religious affiliation.”

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.