This paper proposes specific policy changes that could result in a more efficient, effective, and equitable system of public education in the Commonwealth of Massachusetts. Although collaboratives are local organizations focused on meeting local needs in a cost-effective manner, the state needs to take a leadership role in fostering their development and utilization.
Download Report: Massachusetts Collaboratives: Making the Most of Education Dollars
As a follow-on to Peters Paper #2 titled “Rescuing 16,101 Drowning Students,” Pioneer Institute brought Harvard education scholar Paul E. Peterson to a standing-room-only Pioneer Forum on March 30, 2005, to outline his ideas of what might be done to rescue the 16,101 students in 25 Massachusetts schools that have failed to make “adequate yearly progress” in any of the last six years.
Download Report: Rescuing Students in Chronically Underperforming Schools
The 2004 Lovett C. Peters Lecture in Public Policy focused on the disturbing gap in the number of science, technology, engineering, and mathematics graduates that the United States turns out compared to other nations. Robert J. (Bob) Herbold, (pictured at right), a retired Microsoft official and chair of the President’s Council of Advisors on Science and Technology’s Workforce/Education Subcommittee, argued the situation threatens our nation’s position as the world’s industrial leader and requires immediate action to strengthen science and math education in our schools— including instituting merit and differential pay for teachers in such subjects. An edited transcript of his remarks follows.
Download Report: Preeminence in Peril: Bolstering Science and Math Education
“She’s a good girl. She helps me a lot. She has big, big dreams. I don’t have the money, but she has big dreams. I hope she’s going to get everything, but she works so hard. She works so hard in school.”
“Our family is needing to make some really big sacrifices because we believe this is important, and so, we’re basically going to do whatever it takes… Sometimes we look at each other and go ‘I don’t know if I can do it again another month…’”
“A lot of the families have to sacrifice and work multiple jobs… And just scraping together enough money to just make tuition, just the basics.”
“It is discriminatory, that parents who want to choose an alternative to public school for their children, would not in any way receive any compensation for that, whether it be tax credit, whether it be a voucher…”
In the 1840s, nativist movement leaders formed official political parties and local chapters of the national Native American Party (later the American Party), although they continued to be commonly known as the Know-Nothing Party. Politicians sought to insert provisions into state constitutions against Catholics who refused to renounce the pope. The Know-Nothing movement brought bigotry and hatred to a new level of violence and organization.
The party’s legacy endured in the post-Civil War era, with laws and constitutional amendments it supported, still today severely limiting parents’ educational choices. A federal constitutional amendment was proposed by Speaker of the House James Blaine prohibiting money raised by taxation in any State to be under the control of any religious sect; nor shall any money so raised or lands so devoted be divided between religious sects or denominations. These were then named the Blaine Amendments of 1875.
in recent decades, often in response to challenges to school choice programs, the U.S. Supreme Court has demonstrated great interest in examining the issues of educational alternatives and attempts limit parental options. Massachusetts plays a key role in this debate. The Bay State was a key center of the Know-Nothing movement and has the oldest version of Anti-Aid Amendments in the nation, as well as a second such amendment approved in 1917. Two-fifths of Massachusetts residents are Catholic, and its Catholic schools outperform the state’s public schools, which are the best in the nation.
This paper proposes specific policy changes that could result in a more efficient, effective, and equitable system of public education in the Commonwealth of Massachusetts. Although collaboratives are local organizations focused on meeting local needs in a cost-effective manner, the state needs to take a leadership role in fostering their development and utilization.
Download Report: Massachusetts Collaboratives: Making the Most of Education Dollars
As a follow-on to Peters Paper #2 titled “Rescuing 16,101 Drowning Students,” Pioneer Institute brought Harvard education scholar Paul E. Peterson to a standing-room-only Pioneer Forum on March 30, 2005, to outline his ideas of what might be done to rescue the 16,101 students in 25 Massachusetts schools that have failed to make “adequate yearly progress” in any of the last six years.
Download Report: Rescuing Students in Chronically Underperforming Schools
The 2004 Lovett C. Peters Lecture in Public Policy focused on the disturbing gap in the number of science, technology, engineering, and mathematics graduates that the United States turns out compared to other nations. Robert J. (Bob) Herbold, (pictured at right), a retired Microsoft official and chair of the President’s Council of Advisors on Science and Technology’s Workforce/Education Subcommittee, argued the situation threatens our nation’s position as the world’s industrial leader and requires immediate action to strengthen science and math education in our schools— including instituting merit and differential pay for teachers in such subjects. An edited transcript of his remarks follows.
Download Report: Preeminence in Peril: Bolstering Science and Math Education
Massachusetts Collaboratives: Making the Most of Education Dollars
/0 Comments/in Academic Standards, Education /by M. Craig StanleyThis paper proposes specific policy changes that could result in a more efficient, effective, and equitable system of public education in the Commonwealth of Massachusetts. Although collaboratives are local organizations focused on meeting local needs in a cost-effective manner, the state needs to take a leadership role in fostering their development and utilization.
Download Report: Massachusetts Collaboratives: Making the Most of Education Dollars
Rescuing Students in Chronically Underperforming Schools
/0 Comments/in Transcripts /by Pioneer InstituteAs a follow-on to Peters Paper #2 titled “Rescuing 16,101 Drowning Students,” Pioneer Institute brought Harvard education scholar Paul E. Peterson to a standing-room-only Pioneer Forum on March 30, 2005, to outline his ideas of what might be done to rescue the 16,101 students in 25 Massachusetts schools that have failed to make “adequate yearly progress” in any of the last six years.
Download Report: Rescuing Students in Chronically Underperforming Schools
Preeminence in Peril: Bolstering Science and Math Education
/0 Comments/in Transcripts /by Pioneer InstituteThe 2004 Lovett C. Peters Lecture in Public Policy focused on the disturbing gap in the number of science, technology, engineering, and mathematics graduates that the United States turns out compared to other nations. Robert J. (Bob) Herbold, (pictured at right), a retired Microsoft official and chair of the President’s Council of Advisors on Science and Technology’s Workforce/Education Subcommittee, argued the situation threatens our nation’s position as the world’s industrial leader and requires immediate action to strengthen science and math education in our schools— including instituting merit and differential pay for teachers in such subjects. An edited transcript of his remarks follows.
Download Report: Preeminence in Peril: Bolstering Science and Math Education