https://pioneerinstitute.org/wp-content/uploads/Pink-Yellow-Black-Subtle-Gradients-Entertainment-and-Visual-Arts-Zoom-Events-Hub-Page-Cover.png 512 1024 Cara Stillings Candal https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Cara Stillings Candal2022-03-08 06:00:272022-03-08 06:00:27The Boston Public Schools’ Road to Receivership
This report summarizes the findings of MA DESE’s 2020 review of the Boston Public Schools, highlighting key findings around the teaching and learning, operational, financial, and enrollment challenges the state identified. It also describes why, according to the report, BPS persistently struggles in these areas and how its struggles negatively impact students. The paper describes several options the district and the state have for rectifying the problems and helping BPS meet its constitutional and moral obligations to the students and families it serves.
https://pioneerinstitute.org/wp-content/uploads/e-learning-keyboard1.jpg 1415 2122 John Flores https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png John Flores2020-08-25 18:04:062021-02-15 14:48:58Accountability in Massachusetts’ Remote Learning Regulations
This policy brief and public comment argues that the COVID-19 pandemic-related revisions to Massachusetts’ remote learning regulations should restore state and local accountability by specifying that any remote academic work shall, to the same extent as in-person education, prepare students to take MCAS tests, and that grading criteria should be the same across in-person, remote, and hybrid learning environments.
https://pioneerinstitute.org/wp-content/uploads/Banner.png 512 1024 Max von Schroeter https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Max von Schroeter2020-07-27 09:32:552020-08-06 10:22:38How Should Massachusetts Reopen Its K–12 Schools in the Fall? Lessons from Abroad and Other States
This report asserts that, with the fall semester fast approaching, Massachusetts should provide more specific COVID-19-related guidance for school districts about ramping up remote learning infrastructure; rotating in-person cohort schedules; diversifying methods of communication between students, parents, and teachers; and investigating physical distancing capabilities. Districts must determine whether to adopt in-person, remote, or hybrid schooling options, and they will not be ready for the fall unless the state provides clear direction.
https://pioneerinstitute.org/wp-content/uploads/Virtual-learning.png 512 1024 David Clancy https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png David Clancy2020-06-11 14:24:022020-06-29 10:57:54Class Dismissed: Massachusetts’ Lack of Preparedness for K–12 Digital Learning During COVID-19
This white paper contends that the shutdown of Massachusetts schools due to the COVID-19 virus and the shift to online education have exposed the uneven nature of digital learning in the Commonwealth, and calls for state officials to develop programs to create more consistency. The study urges state officials to create a plan for the 2020-21 school year that will address the education gaps that occurred during the final semester of this school year. It also encourages a plan to address how future extended closures would be managed.
https://pioneerinstitute.org/wp-content/uploads/Teacher-with-kids-in-computer-lab1.jpg 1526 2290 William Donovan https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png William Donovan2020-05-27 12:00:132020-06-29 13:03:19Breaking the Code: The State of Computer Science Education in America’s Public Schools
Even as the COVID-19 pandemic has further transitioned education…
https://pioneerinstitute.org/wp-content/uploads/credit-card-11.png 512 1024 Ted Rebarber https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ted Rebarber2020-04-27 15:43:192020-06-24 19:05:15The Common Core Debacle: Results from 2019 NAEP and Other Sources
This study finds that, breaking with decades of slow improvement, U.S. reading and math scores on the National Assessment of Educational Progress (NAEP) and other assessments have seen historic declines since most states implemented national Common Core English and math curriculum standards six years ago.
https://pioneerinstitute.org/wp-content/uploads/credit-card-19.png 512 1024 David Clancy https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png David Clancy2020-03-26 16:30:192021-11-23 10:31:24Keeping Students Academically Engaged During the Coronavirus Crisis – Part One
Pioneer Institute calls on the U.S. Department of Education (USED) to quickly establish comprehensive but concise guidelines for federal law around school closures. Because of the COVID-19 virus, schools have been closing rapidly around the nation, and they are trying to transition to alternative, largely online, learning programs.
https://pioneerinstitute.org/wp-content/uploads/credit-card-3.png 512 1024 Karen Effrem https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Karen Effrem2019-03-01 14:57:372020-06-29 13:47:21Social-Emotional Learning: K-12 Education as New-Age Nanny State
Social-emotional learning (SEL) has been billed as a transformational tool that will propel students to greater academic achievement and personal fulfillment. Unfortunately, the research evidence to back up these claims is thin and unpersuasive. Moreover, the risks SEL poses to student privacy and health are significant.
https://pioneerinstitute.org/wp-content/uploads/ThinkstockPhotos-458843583.jpg 1415 2122 William Donovan https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png William Donovan2019-01-09 15:45:382020-06-29 13:57:00Axioms of Excellence: Kumon and the Russian School of Mathematics
At a time of declining state and national math proficiency, after-school math programs offer a viable option for quickly increasing the number of mathematically competent students. In this study, Pioneer Institute profiles two such programs: Kumon and the Russian School of Mathematics.
https://pioneerinstitute.org/wp-content/uploads/splash_screen_schoolgirl_watercolor_1900x1400.jpg 1400 1900 Ted Rebarber https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ted Rebarber2018-09-01 14:15:502020-06-29 14:21:55Common Core, School Choice and Rethinking Standards-Based Reform
While U.S. academic performance has declined since the broad implementation of Common Core, school choice programs are increasingly hamstrung by regulations that require private schools to adopt a single curriculum standards-based test as a condition for receiving public money, according to a new study published by Pioneer Institute.
https://pioneerinstitute.org/wp-content/uploads/testing.jpg 168 300 Michael Sentance https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Michael Sentance2018-07-16 14:29:552020-06-29 14:32:09Is Two-Tiered Education on the Rise in Massachusetts?
A review of the performance of Massachusetts students on National Assessment of Academic Progress 4th-grade reading and 8th-grade math tests shows that overall improvement has stalled in the last decade, but the percentage of students scoring in the top category has steadily increased.
https://pioneerinstitute.org/wp-content/uploads/Teacher-Classroom.jpg 1521 2299 Tom Birmingham https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Tom Birmingham2018-04-05 15:08:432020-06-29 15:10:43Remarks at 25th Anniversary Event for the Massachusetts Education Reform Act
Massachusetts Education Reform Act co-author and former Senate President Tom Birmingham praised the historic success that has been achieved since the law was enacted in 1993, but expressed concern that the Commonwealth is veering away from basic principles of the law that produced that success at a State House event marking the 25th anniversary of the Education Reform Act.
https://pioneerinstitute.org/wp-content/uploads/credit-card-2-1.png 512 1024 David Randall https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png David Randall2018-03-28 15:11:192020-06-29 15:14:052018 Proposed Revisions to Massachusetts History and Social Studies Frameworks
This public statement addresses the draft of the Massachusetts History and Social Science Curriculum Framework that was released for public comment in January. The authors argue that the new standards would follow in the footsteps of recently adopted English, math, and science standards by representing a decline in content and coherence compared to their predecessors.
https://pioneerinstitute.org/wp-content/uploads/math.jpg 533 800 Mark Bauerlein https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Mark Bauerlein2017-12-12 15:58:512020-06-29 16:00:31Mediocrity 2.0: Massachusetts Rebrands Common Core ELA and Math
The 2017 update of Massachusetts’ English and math K-12 academic standards represents further deterioration in English, while the math standards are essentially unchanged from the 2010 version, according to the first independent evaluation of the newly revised standards. The 2010 standards, which were based on Common Core, led to declining scores on national tests in both English and math.
https://pioneerinstitute.org/wp-content/uploads/children-at-desks.jpg 1415 2121 Lauren Corvese https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Lauren Corvese2017-06-30 16:32:492020-06-29 16:34:25Expanding Educational Opportunities: Three Models for Extended Summer Enrichment Programs in Massachusetts
The last of a three-part series by Pioneer Institute on summer learning shows that Massachusetts schools establishing summer enrichment programs to close the achievement gap between lower-income and higher-income students can have a greater impact by eventually expanding the program across multiple summers or for a full year. This final paper introduces three types of extended summer enrichment models: 12-month programs, multi-year summer-only programs, and multi-year, year-round programs.
https://pioneerinstitute.org/wp-content/uploads/boy-in-science-class.jpg 2292 1525 Paul Gross https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Paul Gross2016-12-05 12:18:182020-07-01 12:20:54What Goes Up Must Come Down: New, Lower K-12 Science Standards for Massachusetts
This paper, the second of a two-part analysis, finds that Massachusetts’ Next Generation Science Standards adopted last spring by the state Board of Elementary and Secondary Education (BESE) fall short. The authors conclude they are unclear, unnecessarily complicated, miss important content, and fail to make important connections.
https://pioneerinstitute.org/wp-content/uploads/credit-card-2-2.png 512 1024 Anthony Esolen https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Anthony Esolen2016-10-12 12:46:242020-07-01 12:52:43After the Fall: Catholic Education Beyond the Common Core
The workforce-preparation focus of the K-12 English and math standards known as Common Core puts them at odds with Catholic education, and the standards should not be adopted by parochial schools. In “After the Fall: Catholic Education Beyond the Common Core,” authors Anthony Esolen, Dan Guernsey, Jane Robbins, and Kevin Ryan argue that the national standards’ unrelenting focus on skills that transfer directly to the modern work world conflicts with Catholic schools’ academic, spiritual, and moral mission.
https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png 0 0 William Donovan https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png William Donovan2016-08-17 13:00:232020-07-01 13:03:36Expanding Educational Opportunities: Best Practices in U.S. Summer Enrichment Programs
This report is the second of a three-part Pioneer Institute series of studies on summer enrichment programs with a particular focus on opportunities for disadvantaged students. It highlights best practices in the field by profiling a range of summer programs. The authors urge summer enrichment programs to partner with entities that help place disadvantaged children in educational programs to help the schools and non-profits recruit students. They also urge programs run by schools to use academic-year faculty.
https://pioneerinstitute.org/wp-content/uploads/KidsThumbsUp.jpg 420 630 Lauren Corvese https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Lauren Corvese2016-06-08 13:33:592020-07-01 13:38:23Survey of Summer Enrichment Programs at Independent and Parochial Schools in Massachusetts
A survey of more than 70 Massachusetts private and parochial schools found that most offer academically-oriented summer programs, which have been found to prevent summer learning loss and can help close the achievement gap among student groups. The survey is the first of a three-part study that will yield a comprehensive guide to summer enrichment programs in the commonwealth.
https://pioneerinstitute.org/wp-content/uploads/teacher-chalkboard.jpg 2480 3721 Richard Phelps https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Richard Phelps2016-02-01 14:36:562020-07-01 14:39:02Fordham Institute’s Pretend Research
The Thomas B. Fordham Institute has released a report, Evaluating the Content and Quality of Next Generation Assessments, ostensibly an evaluative comparison of four testing programs, the Common Core-derived SBAC and PARCC, ACT’s Aspire, and the Commonwealth of Massachusetts’ MCAS. The latest Fordham Institute Common Core apologia is not so much research as a caricature of it.
https://pioneerinstitute.org/wp-content/uploads/Student-holding-books-in-front-of-face-at-library1.jpg 1733 1733 Richard Phelps https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Richard Phelps2015-11-10 15:01:032021-11-23 11:04:58Setting Academic Performance Standards MCAS vs PARCC
Author and career testing expert Dr. Richard Phelps writes that adopting PARCC would result in a one-half year drop in performance expectations for 4th grade math and reading, and 8th grade math, in Massachusetts. He also argues that critics of MCAS misunderstand its intended purpose, and explains why this is problematic.
https://pioneerinstitute.org/wp-content/uploads/credit-card-10-1.png 512 1024 Anders Lewis https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Anders Lewis2015-11-01 14:56:012020-07-01 14:59:08Advanced Civics for U.S. History Teachers: Professional Development Models Focusing On The Founding Documents
A resurgence of interest in civic virtue and a new emphasis on teaching civics in our schools is needed in our country. Teachers need opportunities beyond college to learn the intricacies of government and how to teach it. Pioneer Institute reached out to four professional development programs with nationally known reputations to learn more about their offerings.
https://pioneerinstitute.org/wp-content/uploads/ThinkstockPhotos-146967884-Copy.jpg 1415 2122 Mark McQuillan https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Mark McQuillan2015-10-27 15:05:382020-07-01 15:09:07How PARCC’s False Rigor Stunts the Academic Growth of all Students
This report concludes that revising and updating MCAS would result in lower costs and more rigorous assessments that would provide better information about student performance than adopting PARCC.
https://pioneerinstitute.org/wp-content/uploads/science.jpg 1527 2290 Stan Metzenberg https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Stan Metzenberg2015-10-15 15:12:032020-07-01 15:14:17A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards
Massachusetts’ draft pre-K through introductory high school Science and Technology / Engineering standards contain such startling gaps in science that they should be withdrawn from consideration.
https://pioneerinstitute.org/wp-content/uploads/credit-card-13-1.png 512 1024 Williamson Evers https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Williamson Evers2015-07-22 15:26:332020-07-01 15:29:56Federal Overreach and Common Core
This report provides the historical background and interpretive analysis needed to understand controversies surrounding Common Core and its associated tests.
https://pioneerinstitute.org/wp-content/uploads/milfam-640x427.jpg 427 640 Bruce Wykes https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Bruce Wykes2015-06-10 15:47:112020-07-01 15:50:51Support & Defend: The K-12 Education of Military-Connected Children
In-depth analysis of how the Department of Defense Education Activity (DoDEA) provides high-quality education to more than 84,000 eligible Military-Connected Children in more than 190 schools around the world and scores above the national averages on nearly all standardized assessments. This report also examines efforts to expand that success to Military-Connected Children attending non-DoDEA schools.
https://pioneerinstitute.org/wp-content/uploads/pexels-photo-1598122.jpg 1253 1880 Pioneer Institute https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Pioneer Institute2015-06-01 16:15:342020-07-01 16:18:07Pioneer Institute Statement on MBAE PARCC/MCAS Study
The Massachusetts Business Alliance for Education (MBAE) continues its advocacy for Common Core and the Partnership for Assessment of Readiness for College and Careers (PARCC), a federally funded testing consortium, with the release of a study concluding that Massachusetts Comprehensive Assessment System (MCAS) performance is not an indicator of preparedness for higher education success.
https://pioneerinstitute.org/wp-content/uploads/Copy-of-credit-card-4.png 512 1024 Ralph Ketcham https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ralph Ketcham2014-09-01 16:28:012020-07-08 16:33:10Imperiling the Republic: The Fate of U.S. History Instruction under Common Core
The Founders of the American experiment in democracy assumed that understanding American history was essential in a Union where publicspirited citizenship and the capacity to live under laws “wholesome and necessary for the public good” would characterize the new nation. To proceed without the knowledge of history, in their view, was a sure path to “a tragedy or a farce.”
https://pioneerinstitute.org/wp-content/uploads/KidsThumbsUp.jpg 420 630 Sandra Stotsky https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Sandra Stotsky2014-05-01 16:52:002020-07-08 16:54:30How to Address Common Core’s Reading Standards: Licensure Tests for K-6 Teachers
The purpose of this report is to provide information to state legislators, boards of education, and departments of education on why they should adopt a stand-alone and comprehensive reading licensure test addressing Common Core’s reading standards. We do not tell states what test to adopt. Rather, we describe the features they should consider before they decide on a test that these prospective teachers should be required to pass if the state does not already require a reading test adequately addressing all of Common Core’s reading standards
https://pioneerinstitute.org/wp-content/uploads/Teacher-with-little-kid-at-computer1.jpg 1415 2122 Ze'ev Wurman https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ze'ev Wurman2014-04-01 10:11:552020-07-13 10:14:23Common Core’s Validation: A Weak Foundation for a Crooked House
The final version of the Common Core standards was released in June 2010. Also released at the same time was a report containing the signatures of 24 members of the Common Core Validation Committee, a committee appointed in the summer of 2009 to review the various drafts of the standards and to assure the public that the standards in mathematics and English language arts were research-based, rigorous, and internationally competitive.